Nurture Their Nature By Looking To Heal Our Own [Learning] Difference

Preface
Beloved, let us ​love​ one another: for ​love​ is of ​God​; and every one that loveth is born of ​God​,
and knoweth ​God​.​ ​1 John 4:7 (KJV)​ There is no ​fear​ in ​love​; but perfect ​love​ casteth out ​fear​:
because ​fear​ hath torment. He that feareth is not made perfect in ​love​.​ ​1 John 4:18 (KJV)
ELBERT:​ ​EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
After over twenty years of being in education, I provide tutoring, consulting, and coaching on
dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an
increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties
and differences along with an increased number of children being medicated; Therefore, I
developed a revolutionary program that includes an evaluation that “looks at the whole child.” I
work with all stakeholders on constructive engagement when learning based on my student
“whole child” observation(s) inspired by ​Maria Montessori, Neville Lancelot Goddard, Benjamin
Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner,
Dr. Bradley Nelsen, Hans Berger,​ ​Jean Piaget, Grolnick, W. & Kurowski, C. and Erik Erickson. ​I
have also developed a revolutionary training/intervention program for people with unique
learning and neurodifferences. This program is based on my own inductive reasoning and a
detective sense contributed to my own gift of dyslexia, countless hours of student observations,
educational research and studies along with my perpetual care for children.
The program I developed is named ​ELBERT​ which results include less passive student
engagement, confidence, health and wellness including more pleasurable learning while
participating in learning activities. Speaking of the “whole child”- you need to examine every
aspect of “the whole child” not just the end goal or result which is literacy and their appropriate
learning behavior.This program looks at the “whole child” and their unique neural development,
complete learning differences including the nature and nurture of the neurodifference including
their chakras, biofield (EM Field), and nervous system. I’m now making my expertise available
to parents, teachers, administrators, stakeholders and other learning communities. ELBERT
also includes a self-guided literacy intervention program along with other coaching through a
course on understanding dyslexia and other learning differences, and consulting.
I observed the student’s sensory acute response to stress and interview teachers the child, and
parents, observe input/output of motor, verbal, and written behaviors in response to a literacy
activity such as a phonics inventory, word- sound knowledge, phonological awareness
exercises, and working memory activities along with the student’s interest survey and overall
behaviors based on executive, somatic and autonomic functioning. My program is named
ELBERT based on ​see in store is based off my book:​ HERE​ ​and includes the important help
for the triune brain which includes the following: ​Brainstem-​ I have a fight, flight and freeze
sympathetic/parasympathetic observational checklist; ​Midbrain-​ a screening for vestibular,
proprioceptive, somatic issues, along with speech/language development, auditory and visual
processing; ​Limbic-​ My lesson plan template that includes the 4 F’s: Facts, Forms/Functions,
Feelings & Future along with a progress monitoring tool; ​Cordial-​ holistic, alternative
suggestions for taking care of the whole child’s individual, dynamic needs. Lastly, my program,

Elbert, includes a self-guided literacy intervention program, along with other coaching through a
course on understanding Dyslexia and consulting (first one Free)!
Tricia Cook, MEd., RSP, AOG;​ ​https://linktr.ee/tcooktutor
© ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
2020
DISCLAIMER: This communication may contain privileged and/or confidential
information. It is intended solely for the use of the addressee. If you are not the intended
recipient, you are strictly prohibited from disclosing, copying, distributing or using any
of this information. If you received this communication in error, please contact the
sender immediately and destroy the material in its entirety, whether electronic or hard
copy. ​This evaluation, program, and suggestions are not to be substituted for
professional Medical advice. They should not be used to diagnose or prescribe. Tricia is
not a doctor.

Introduction
Cook, the author, looks at the “whole child” and complete learning differences including the
nature and nurture of the neurodifference. For learning to be successful, we need to look at the
“whole child” and their neuro-symatic learning functions. For learning motivation and resilience
(meaning) to be successful, you need to have a strong cognitive, behavioral, and
affective-spiritual components which include the following: central and peripheral nervoussensory
system (especially visual and auditory), RAS & ACC/HPA (parts of the brain) and
biofield (including electromagnetic field, internal chakras), neuroplasticity and IQ, positive
perceptions specifically strength and empathy (along with reduced perceptions of anger and
shame), healthy and functional physiological, sensory-motor systems, hormones released such
as serotonin, dopamine, cortisol along with autonomy (for meaning, speed processing, and
long-term memory) and attunement (for meaning & motivation, speed processing, and
short-term memory). Therefore, when learning difficulties occur, our neurobiology
(neurosystems), central and peripheral nervous system, complete chakra, and electromagnetic
systems are all dysfunctioning or dysregulating simultaneously and individually at different
degrees and causing abnormal neuroplasticity. Our goal is for ALL our systems to function
equalized, activated, and balanced with a functional system by getting the child to trust
themselves through spiritual mindset with self-directed neuroplasticity through ABC’s and gain
God awareness (eventually unity) through PYAM.
Again, speaking of the “whole child”- you need to examine every aspect of their learning, not
just the end goal or result which is literacy and their appropriate learning behavior. ​Now, we
know epigenetics is generationally, in our own DNA, anger and shame let us know how and which
genes will be expressed and systems function. ​Ways to look at neurodifferences holistically:
observe ​and take ​observational notes​ on the child…
50% Nature- 50% Nurture (focus on epigenetics and self-directed neuroplasticity along with
PYAM):
https://developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-chil
d-development/​lL

Nature
The Body
Chapter 1
Nature- is the maturation of the brain and body; for the purpose of survival, it’s the ability to
perceive, give meaning, learn, and act including motivation and resilience of our very own
environments (patterns first). Speaking of the “whole child”- the vagus nerve connects the
brainstem to the body. It also connects and aligns the seven chakras, RAS & ACC/HPA
including their own biofield (including electromagnetic field). This vagal balance allows the ​brain
stem​ to receive the information (formulating patterned neural connections) from the
environment, the ​midbrain​ to monitor and receive information (firing pattern of brain nerve cells
in a network) from our environment, and the ​frontal lobe ​to perceive the universal emotions
which are the following shame, empathy, anger, strength, hatred, courage, grief, and
compassion (executive functioning logic through analysis or evaluation) where the mind deems
how important (what or why). The “why” is based on context cues (evaluation) and the “what” is
based on recursive aspects (analysis). The vagus nerve (thymus- vagus nerve chakra) can be
deactivated, hyperactivated, underdeveloped, or going inactive in children (adults-too);
therefore, releasing specific inflammatory proteins at the gut-brain axis which can be toxic to the
triune brain [accessed 1/2/2021
https://www-health-com.cdn.ampproject.org/c/s/www.health.com/mind-body/brain-memory-healt
hy-mind?amp=true].

In the field of child-psychology, “Every attitude has three components that are represented
in what is called the ABC model of attitudes: A for affective, B for behavioral, and C for
cognitive. Although every attitude has these three components, any particular attitude can
be based on one component more than another (Study.com, 2020).” The naming of the
word attitude as it relates to students learning can give someone a negative perception;
parents ask me all the time, “can you help me with my child’s attitude”. The attitude one
has for learning makes for a make or break type learning. I observe kids all the time with
Responsive System Dysfunction (RSD) which means it is hard to find meaning and
motivation for learning. When your child is learning under stress and having RDS, they are
learning from their mental or emotional bodies, primarily with a Sympathetic (anger)
Functional System which is a hyper-processing dysfunction and Parasympathetic (shame)
Functional System Dysfunction which is a hypo-processing dysfunction or both
anger/shame which is a Total Functional Dominance System which is a varied hyper-, hypodysfunction
of the RAS (Rectangular Activation System). This hyper-, hypo- and varied
dominance affects the “whole child”.
Specifically, the mental body is anger brain dominant and perceives in the heart everything
related to learning with anger. The emotional body is shame brain dominant and perceives
in the heart everything related to learning with shame. According to my good friend, Tom
Heintz (An Emotional Code Practitioner-Creator of ​The Body Code​) who references​ Christine
H., MS, LMHC​ (2018), ‘Anxiety [anger and shame] is one emotion that can be passed down
from one generation to the next. Also, there are 10 emotions that can also be inherited
through family trauma, parental modeling, and/or abusive behaviors.’ For those who
struggle with sensory triggers and learning stressors, like when experiencing reading or
writing, these negatively perceived and filtered experiences with anger and shame, can
cause a trauma type of developmental anxiety and sometimes even depression. Heintz
(2020) also refers to this following excerpt from​ Christine Hammond, MS, LMHC​:
1. Anger – There are three main types of unhealthy anger: aggressive anger,
passive-aggressive anger [shame], and suppressive anger [hatred- not kids usually] – all of
which can negatively affect a child. For example, if a parent is aggressively angry by yelling,
their child might grow up to mimic the same behavior or learn to redirect it into their own
manifestation of anger.

2. Shame – Hearing words from parents such as, “You will never be good enough,” or
“You are stupid,” attack the heart of who a person is. Sadly enough, shaming tactics are
pervasive in hyper-religious homes where a child is told that they have to live up to some
unrealistic standard and very frequently are practiced by the child on others once they
have been exposed to such treatment” (Generational Healing: tom@thebodyemotions.com;
https://thebodyemotions.com/10-emotions-that-can-be-inherited/​).
In 2018, I created ​The ELBERT ​Responsive System Dysfunction (RSD) Checklist which is
Functional System Dominance Checklist. I have found in over 4 dozen students what I always knew;
that they develop anger first, if not given a healthy, safe, and supportive environment for their
anger. Also, anger can develop into shame. Then, the shame will be more dominant. This ELBERT
checklist and resources are important for those working with neurodifferences because shame is
harder to address than anger. Shame is the defense for anger and survival of some people. Some
people though are less susceptible to shame and remain in anger. I have found more times than not
where just anger has been marked; especially in younger students. I interview the students and their
parents (teachers too preferably) where an [x] means most of the time in their learning environment
and a [/] means some of the time in their learning environment (see image 1.0). Note: if anger and
shame are not addressed at a young age, it can turn into hatred and grief.
Image 1.0 The ELBERT ​ ​Functional System Dominance Checklist illustration

“Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and
disease and to adjust their activities in response to new situations or to changes in their
environment” (Definition of Neuroplasticity, 2020).
When a child with neurodifferences is learning something new or stressful, if perceived
with anger (SFD) we can observe lessened neuroplasticity of the midbrain (right lobe) and
constant speed shifting (accelerated or and varied) of the prefrontal cortex, frontal lobe
along with midbrain (left lobe) and emotional disorders with long term memory problems.
If perceived with shame (PFD), we can observe lessened neuroplasticty of the prefrontal
cortex, frontal lobe along with midbrain (left lobe)and constant speed shifting (slow or and
varied) of the midbrain (right lobe) along with more executive functioning issues and short
term memory problems or midbrain. We can attribute this constant speed shifting to the
common problems of poor neuroplasticity. Likewise, the lacking a self-directed
neuroplasticity such as positive attunement and autonomy (belief I AM GOOD ENOUGH &
WORTHY), feeling safe and secure in their environment, poor (body) sleep, diet, health and
wellness, lacking physical activity, dysfunction of vagus nerve (soul- body) connection,
sometimes even the (spirit-soul-body) connection (much older teens), lacking gratitude
including (heart-connection), attunement and (mind-trust ) autonomy, love of self and
others, sensory overload along consistently multi-tasking and/or context-switching
(handling 2 or more tasks at the same time) especially in this complex, non-connected (yet,
connected), neurotoxic and EMF toxic infused environment- ALL decreasing our very own
electromagnetism and vagal tone.
Mind you again, learning with meaning and motivation is complicated and that the
spirit-soul-body/connection-trust-love disconnection causes maladjustment and belonging
in this world. Don’t worry, our spirit, soul, and body connection can also be complicated to
a point, if we understand that we are love and not meant for fear. Think about it this way,
when your child has a Hypo or Hyper Responsive System Dysfunction (RSD), their learning
decreases due to disconnections to others-themselves soul-body disconnection of
consciousness, perceptions of anger/shame along with assimilation (meaning and
motivation) of those perceptions. Sadly, the students who have RDS dysfunctions, they can
become labeled Learning Disabled (amongst other labels). Therefore, they are not learning
effectively, cognitively, or behaviorally on a conscious level nor helped in a way that is
revolutionary nor effective.

With just a Sympathetic Functional System Dominance, they perceive everything with anger
during stress. When they have a Parasympathetic Functional System Dominance, they filter
and attune themselves to everything with shame. When we have both anger and shame
(see child sample above), this is called a Total Learning System Dysfunction which creates:
this creates almost complete soul-body disconnect (dysregulation) due to constant learning
aka cognitive speed shifting (hyper-. Hypo- and varied) which tires out the brain’s (RAS)
Rectangular Activation System (chakras 6-8th) much quicker than the balanced learning
brain which, in turn, lessens neuroplasticity. When our very own DNA predispositions us for
learning differences (anger and shame predispositions) our systems have any dysfunctions
(described above), we actually have body-soul disconnection which again are actually due
the dysfunction of the Rectangular Activation System (RAS part of the brain- chakras
6th-8th).
Chapter 2
The Brain
Specifically, if the vagal system is comprised including the following areas of the brain:
Anterior Cingulate Cortex (ACC) and Vibrating the Alta Major Chakra
The Cinguate Gyrus (CAN)​- is a large arch-like lobe in the center of the inner ​brain​ that is a
part of the limbic system; it houses the organs and their interactions constitute the ​Anterior
Cingulate Cortex ​(ACC-shame) and the main function of this area of the ​brain​ functions to
process conscious emotional experience and the parasympathetic nervous system (right side)
(NOTE: the importance of conscious reappraisal of emotions such as shame/empathy and
anger/strength for the ARAS). Note: The ARAS doesn’t fully develop in the brain until variably,
around the ages 21–24 years old (Fowler, J.W., 2015).
2.0 ACC & Cinguate Gyrus (CAN) illustration

NOTE: (HPA) Hypothalamic–Pituitary–Adrenal and Vibrating the Soma Chakra
The hypothalamic​–​pituitary​–​adrenal axis​ is a complex set of direct influences and feedback
interactions among three components: the hypothalamus, the pituitary gland, and the adrenal
glands. These organs and their interactions constitute the HPA (anger) axis, a major
neuroendocrine system that controls reactions to stress and regulates many body processes,
including digestion, the immune system and the sympathetic nervous system (frontal lobe/left
side). (Accessed on 12/29/2020- The Brain Network Driving Changes in
Consciousness — https://neurosciencenews.com/consciousness-brain-network-17491/)
2.1 HPA illustration
Vagus Nerve and Vibrating the Soma and Alta Major Chakra

The vagus nerve-​ is one of the cranial nerves that connect the brain to the body. More
specifically, it’s the connection between the brain and the gastrointestinal tract. Likewise, the
vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brainstem to the
body and vagal nerves carry somatic and visceral afferents that can alter the activity of the
brainstem at the point of the reticular centers (RAS). Remember the RAS & ACC (shame)/HPA
(anger) also allows the brain to monitor and receive information about several of the body’s
different functions and matters of the ​heart​ and ​mind ​including the perceptions and filters of the
parasympathetic (shame) and sympathetic (anger) response system during stress such as
reading. When you activate the chakras (major 7 and soma/alta major- HPA
(anger)/ACC(shame)) and normalize, balance the vagal tone and electromagnetic field, it will
stop the “epigenome” which are again the collection of chemicals markers (focus: inherently
dyslexia). This interruption will allow the body to then calm, be healthy, resilient, gain positive
attitudes and make learning more pleasurable and effective; therefore, also the Reticular
Activating System (RAS) needs to be activated via the vagus nerve (thymus- vagus nerve
chakra). Note: The (ARAS) itself is on the cerebral cortex is responsible for the achievement of
consciousness.
2.2 Vagus Nerve Chakra (Upper Heart Chakra-Thymus) illustration Note: includes Soma and
Alta Major chakras
Remember the vagus nerve also connects the brainstem to the body. The vagus nerve also is
connected to the seven chakras via RAS & ACC (shame)/HPA (anger)- by activating the seven

chakras including the soma/alta major via the vagus nerve, it can continue doing its job of
helping us connect our brain stem to the body; hence, regulating our biofield (including
electromagnetic fields). One of the major goals of the paper and program includes holistic
alternatives and activities to block or ease the production of specific inflammatory proteins and
chemicals (toxicity) excreted at the gut-brain axis via the vagus nerve, align and balance the
seven chakras (soma/alta major also) including RAS & ACC (shame)/HPA (anger) areas of the
brain to regulate our own biofields (including electromagnetic fields).
2.3 RAS Rectangular Activation System Note: includes Soma and Alta Major Chakras
illustration
Vagus Nerve & RAS Vibrating Alta Major Chakra (*aka God Awareness Chakra)
The Reticular Activating System (RAS)-​ is a network of neurons located in the brain stem that
project anteriorly to the hypothalamus to mediate behavior such as sleep, memory, and
learning; as well as, both posteriorly to the thalamus and directly to the cortex for activation of
awake, desynchronized cortical EEG patterns.
The ACC (see top)- is part of RAS (Pineal Gland, Pituitary Gland-associated with the alta
major chakra and shame).
HPA (see top)-(Hypothalamic–Pituitary–Adrenal Axis- associated with the soma chakra
and anger both associated with the thymus chakra aka vagus nerve chakra).
Note: Important RAS info. includes the following excerpt... ‘The RAS is said to be the gas pedal
[slow (hypo-), accelerate (hyper-) or varied cognitive speed processing] that ignites the

diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all
long-term memory/storage takes place] of the brain’ (Petty, 1996).
Corpus callosum​- links both hemispheres and to varying degrees. Hence students might have
a lateral cognitive dominance of the functioning system- the students with the ​right-hemisphere
dominance ​have Parasympathetic Functional System Dominance (PFD) and might have
dysphonetic dyslexia because language and analysis (break down category and sequencing)
which is a ​left-hemisphere task​: therefore, students with ​right-hemisphere dominance ​might
have high functioning autism, can have language deficits such as dsyphonetic (auditory)
dyslexia.
Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)-
student might have high-functioning autism along with other learning differences (below).
Someone prominent in ​right​-​brain​ (ACC) has an unawareness of objects to one side of the
body or personal space. In severe cases, a side can be ​completely​ ignored when carrying out
certain tasks and everyday functions such as writing so may have dysgraphia. But another
important brain function is controlled by either the right side of your brain or the left side of your
brain depending on your handedness.
Sympathetic Functioning System Dominance (SFD) student has total (see below) or left corpus
callosum dysfunction then having a total right or ​left-lateral hemisphere dominance ​(HPA),
evaluation (specifically color, shape, size & dimension) is a​ right-hemisphere task​; those with
a Sympathetic Functioning System Dominance (SFD) therefore, might have autism, Irlen
Syndrome, and dsyeidetic (visual) dyslexia.
Unilateral Neglect (or Hemispatial Neglect)/Total Functioning System Dominance (TFD)-
student might have autism along with other learning differences (below). Someone with
dominant​ frontal lobe or the (left) dominant temporal lobe ​(SFD) can cause a condition
called ​aphasia​, which is a serious disturbance of speech and communication.
Chapter 3
The Soul- the high heart and mind
Limbic Areas that are typically ​included​ in the ​limbic system​ fall into two categories but
there’s a missing third component (thymus):
1) RAS= HPA & ACC (body & brain= ​brainstem) ​processing​ side and short-term
memory (the limbic cortex (ACC), amygdala, and ​hippocampus
2) Pons (body & mind = midbrain) which is a small part of the brain above the pons
that integrates sensory information and relays it upward (RAS). In terms of
long​–​term​ physiological changes, it is also associated with long-term ​memory​.

3) Thymus (high heart & mind= soul) a connection of perception between all affective
and behavioral cognitive experiences on a cellular level including the mainstream
universal emotions of anger, strength, joy, bliss, shame, courage, compassion
and harmony and relays it upward (PONS). Dysregulated and Dysfunctional
System works in a downward effect from RAS-PONS-THYMUS:
NEEDING TO BE ADDRESSED- Learning Differences ​including Our Electromagnetic
System
3.0 EM and Torsion Field illustration

Including Our Dysregulation In OUR Biofield (see chakras below)
3.1 Biofield illustration

Physical (body)​= RAS: ACC & HPA (body and brain)
Mental (mind)​= Pons (body & mind)
Emotional (soul)​= Thymus (high heart & mind)
= Spirit
Our Chakra Systems
Body

--------------------Physical Ruled by 2nd chakra--------------------
(suggestion:- note: consciousness begins around age 2 years)
-1st chakra (base) Shame/Empathy
-2nd chakra (sacral) Peace, Bliss and Joy (happiness)- motivation
-3rd chakra (solar plexus) Anger/Strength (can do 1 & 3 together- gaia gate)
-------------------Mental Ruled by 8th chakra (RAS)--------------------
(suggestion: starts to develop around age 12+)
-4th chakra (heart) Hatred/Courage
-5th chakra (throat) Grief/Compassion (can do 4 & 5 together-earth star)
------------------Emotional (mind and cellular level) Ruled by 8th chakra (RAS)
(suggestion: also starts to develop around age 12+)
-6th chakra (third eye) Grace (freedoms-abundance, devotion)
-7th chakra (cosmic) Mercy (forgiveness-release fear/unconditional love)
-8th chakra (crown)- Glory-gratitude/Victory-harmony (Includes the vagus nerve (thymus), in
turn includes alta major and soma chakras)
Soul- heart and mind
--------------------BODY-SOUL CONNECTION Ruled by 11th chakra (ARAS)--------------------
(suggestion: start to work after the age of 21+)
-9 chakra (star child) Divine Purity (Hope- patience, reverence, and righteous)
-10th chakra (causal) Divine Revelation (Faith- blameless life, virtue, and reconciliation)
-11th chakra (soul star) Divine Power (connection, integrity, and trust) & Divine Acceptance aka
Salvation (beauty, blessings, and light) (can do 9, 10 & 11 together)

Spirit
--------------------Authentic SOUL-SPIRIT CONNECTION--------------------
(suggestion: super consciousness starts around age of 30+, start around then)
-12th chakra Divine Unity (stellar gate) gifts, wishes, blessings and miracles (peace and
comfort)
“The Lord bless you and keep you; Lord make his face shine on you
and be gracious to you; Lord turn his face toward you and give you peace.” Numbers 6: 33-26
3.2 Chakra illustration (see below)- ​NOTE:​ 1st is Base (shame) and 3rd is Solar Plexus (anger);
* for kids the 8th chakra Thymus, Soma, Crown, & Alta Major is key as well as 1st & 3rd.

Learning Differences ​including Our Electromagnetic System ​affects other parts of the brain
that have a part in some of the most important aspects of learning which includes the following
tasks:
analysis (break down category and sequencing)
sensory processing
memory/learning (short and long term memory)
motor control
autonomy (meaning) and attunement (motivation)
3.3 image Cook’s Brainchat 7/30/20 illustration

Functional System Dominance (FSD)​- when the RAS & ACC (anger)/HPA (shame) and the
brain stem (reptilian brain) regulates our sympathetic (anger) and parasympathetic (shame)
systems as it responds to stress: such as when reading. It also acts as a vehicle for sensory
information. Note: Students with Sympathetic Functional System Dominance (anger-SFD) have
mostly hyper-sensory processing and Parasympathetic Functional System Dominance
(shame-PFD) has hypo-sensory processing. Lastly, it helps to be familiar with the midbrain
(mammalian brain) which includes: medulla oblongata and pons do their jobs effectively such
as…
Basal ganglia​- regulating motor functions. Students with Sympathetic Functional System
Dominance (SFD) have mostly hyper-sensory processing and hyperactivity in their
proprioceptive, somatic, vestibular, and gross-motor abilities (ADHD- hyperactive type &
cerebral palsy) and Parasympathetic Functional System Dominance (PFD)- have mostly
hypo-sensory processing and hypoactivity in their proprioceptive, somatic, vestibular, and
fine-motor abilities (ADHD-inattentive type & dysgraphia).
Hippocampus​- The hippocampus helps humans process and retrieve two kinds of memory,
declarative memories, and​ spatial relationships​. Declarative memories are those related to
facts and events. Examples include learning how to memorize speeches or lines in a play.
Spatial relationship memories involve pathways or routes. Spatial relationship memories appear
to be stored in the right hippocampus. The ​hippocamp ​is also where short-term memories are
turned into long-term memories. Relative to the hippocampus , these memories are then stored
as polarities in the brain-experiences and reality of consciousness the past, future and present.
3.4 Light Cone (perceptions of past, present, & future)

*Aside: Interesting Research- on those with memory loss, they did have faster thinning of the
entorhinal cortex due to amyloid level as well as brain shrinkage of the hippocampus
(​Hippocampus and Memory​,​ ​https://apple.news/A0bfYT-YLR2u8kRquMsjKRA​ 4/25/20).
Relevantly, the Wnt pathway has been recognized as critical for the central nervous system
development, several Wnt components retain their expression in the adult brain, including the
hippocampus, and have proven to be fundamental in both the development and function of
synapses (Inestrosa and Arenas, 2010; Inestrosa and Varela-Nallar, 2015). Altogether, these
findings strongly suggest that Wnt signaling might be down-regulated during aging, leading to
increased vulnerability of the neural network and increasing the risk for the onset and
progression of age-related pathologies, such as AD. Wnt inhibitors, including the
secreted-frizzled-related protein 1 and 2 (SFRP-1 and SFRP-2) and Dickkopf-1 (Dkk-1), all them
antagonists at the cell surface. As a result, mice deficient in Dkk-1 exhibit enhanced spatial
working memory and memory consolidation and also show improvements in affective behavior
(Caricasole et al., 2003, 2004) via website assess on 12/27/2020
https://www.frontiersin.org/articles/10.3389/fcell.2020.00734/full​ (Aug., 2020); access internet
12/27/2020​ ​https://apple.news/A0bfYT-YLR2u8kRquMsjKRA
***Ask me about beta-amyloid plaque build-up, Dkki-1 and dyslexia as well the RAS-conscious
around the age of three, ARAS and God awareness age 21–25 (Montessori, Piaget, and Fowler
research as well today’s research)!!!

Pineal Body, Pituitary & Adrenal Glands ​(see hypothalamus below)- synthesizes melatonin,
serotonin, and dopamine and cortisol which helps you respond to stress (reading for example)
and has many other important functions. Also melatonin studies recently show that melatonin
exhibits many bioactivities, such as antioxidant activity, anti-inflammatory characteristics,
boosting immunity, anticancer activity, cardiovascular protection, anti-diabetic, anti-obese,
neuroprotective and anti-aging activity. Note: Students with Sympathetic Functional System
Dominance (SFD) are deficient in dopamine, melatonin, and have hyer-norepinephrine
production (diligence- fight, flight, flee & hyperarousal). Students with Parasympathetic
Functional System Dominance (PFD) are deficient in serotonin, melatonin, and have
hypo-norepinephrine production (hypoarousal, memory retrieval, diligence/motivation-freeze).
Remember: ​ACC-​ is part of RAS (Pineal Gland, Pituitary Gland-associated with the alta
major chakra), ​HPA-​ Hypothalamic–Pituitary–Adrenal Axis (associated with the soma
chakra and both associated to the thymus chakra aka vagus nerve chakra).
Medulla Oblongata at the EM Field Including the Pons
3.5 Internal Medulla Oblongata Brain illustration
Thalamus​- integrates and sends sensory information such as autonomic functions
(para/sympathetic)

Olivary body​- motor learning and perception of sound (auditory and visual processing
specifically)
Hypothalamus​- speed processing of information includes also the Important RAS info. includes
the following excerpt: ‘The RAS is said to be the gas pedal [slow, accelerate or varied cognitive
speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as
the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty 1996).
Also, includes the hippocampus ​(see above)- which is in the limbic system and regulates
perceptions (such as the perception of shame, long-term memory). Note: Students with
Sympathetic Functional System Dominance (SDF) react with anger and have hyper-speed
(accelerated) processing and long-term memory issues (both also varied from trying to regulate
accelerated-slow so one and so forth). Students with Parasympathetic Functional System
Dominance (PDF) filters with perceptions of shame, have slow speed processing (also the
controversial- slow cognitive speed tempo) and bypassing the facts needed for short-term
memory (effects sequencing skills, background knowledge)-headed straight to filtering based on
meaning and perceptions (again shame)- short term memory issues are actually a prefrontal
lobe executive functioning issues. Basically, Remember the RAS-alta major chakra, pineal and
pituitary gland (pituitary chakra), crown chakra specifically for Parasympathetic Functional
System Dominance (PFD) & HPA- soma chakra, hypothalamic–pituitary–adrenal axis for
Sympathetic Functional System Dominance (SFD).
Chapter 4
The Divine Stamp- Soul & Body
The Spirit
In a deeper sense, the divine stamp is our will to make a transformation by accepting Him, so
we can heal ultimately in courage, compassion, and unconditional love for others, and mainly
ourselves in acceptance of the true mercy and Grace of God! Discovering how to live a
blameless and pure life once realizing the issues of learning and relationships HAD TO
HAPPEN and ALL problems with others such as: being the teachers, school and learning,
relatives such as brothers/sisters, or the other kids. It really isn’t others or the neurodifference
itself; It is our understanding of the greater purpose in life so for the greater good to glorify His
Kingdom! It’s our life’s lesson to the journey of learning to glorify God along with gaining his
blessings of Peace, Freedom and Victory.
Intention: God awareness and unity.
Affirmation: I AM THAT...I AM SAVED- I AM COVERED IN THESE INTENTIONS IN MY BODY
and SOUL WHICH INCLUDE THOUGHTS, IDEAS, MESSAGES, VIRTUES, FEELINGS,
DREAMS AND VISIONS (see image 4.0)

Daily Functional System Regulation Thymus-Pons-RAS
Versus
Dysregulation Functional System Regulation
RAS (Brainstem)-PONS (MindBrain) ​DISCONNECTION​ THYMUS (SOUL)
Image 4.0 Divine Stamp of Spirit Illustration
Pons
image 4.1 Pons Illustration works with RAS ​(*aka God Awareness Chakra)

The pons integrates both the medulla oblongata and the thalamus (NOTE: the importance of
conscious reappraisal of emotions (emotional reappraisal) such as shame/empathy and
anger/strength for the ARAS). In the thalamus, students can have a slow (hypo-), accelerated
(hyper-) or varied processing and they have a problem with sensory integration disorders and
emotional intensity or insensitivity with their neurodifference. Plus, the pons connects areas of
the brain that controls ​autonomic ​functions (parasympathetic (shame) /sympathetic (anger)):
Acting or occurring involuntarily, without conscious control in the ​somatic nervous system
such as sleep and histamine inhibitors: The part of the peripheral ​nervous system​ that
transmits signals from the ​central​ ​nervous system​ to skeletal muscles, and from receptors of
external stimuli such as mediating sight, hearing, and touch and movement including speaking
with conscious control (RAS-alta major chakra, crown chakra specifically via the thymus (Vagus
Nerve Chakra)).
Since the pons and the thymus (see below) as well as the RAS work together, Students with
Sympathetic Functional System Dominance (SFD) can have problems “Seeing God” and feeling
worthy- for God awareness they need circumstantial​ ​evidence or can go to extreme become
ulta-religious constantly “breaking down” the Bible and religion. Those with a Parasympathetic
Functional System Dominance (PFD) have problems “Hearing God '' and feeling enough- for
God awareness being calm in the mind- being present and ruminating on past/future a must.
(PONS is addressed more in my ELBERT program: includes PYAM & RAS exercises body,
breath, calm through prayer, yoga, affirmation, and meditation which connects us to God- see
section below). Note: Students with Sympathetic Functional System Dominance (SFD) and
Parasympathetic Functional System Dominance (PFD) have high allergy rates and sleep
disturbances (see other complications below).

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Image 4.1a & 4.1b II Pons Axial Section and Peripheral Nervous System illustration
which contains the Glia, also called glial cells or neuroglia, are non-neuronal cells in the
central nervous system (brain and spinal cord) and the peripheral nervous system.
Note: For those with Dysphonetic (auditory) and Dsyeidetic (visual-surface) Dyslexia, the medial
longitudinal fasciculus of the pons ​carries information about the direction that the eyes
should move. It connects the cranial nerve nuclei III (Oculomotor nerve), IV (Trochlear nerve)
and VI (Abducens nerve) together, and integrates movements directed by the gaze centers
(frontal eye field) and information about head movement (from cranial VIII, Vestibulocochlear
nerve- which The vestibulocochlear nerve is unusual in that it primarily consists of bipolar
neurons. It is the nerve responsible for the special senses of ​hearing​ (via the cochlear nerve),
and ​balance​ (via the vestibular nerve). Then the cochlea detects the magnitude and frequency
of sound waves. Students with dyslexia have tendency for speech deficits and chronic ear
infections, auditory as well as visual processing issues and sometimes balance and ​conflicting
signals in the inner ear, eyes, and sensory receptors​.
Image 4.1a Pons Axial illustration
https://images.app.goo.gl/THSvxHLckja1Jk4CA

4.1b​ ​Peripheral Nervous System illustration
Thymus
image 4.2 thymus illustration works with RAS illustration

Thymus- ​Upper or Higher Heart Chakra ​(*aka God Unity Chakra, Ascension Chakra, Vagus
Nerve Chakra). ​It is known as “the seat of the soul” or the mind for the fact that it: holds a
record of traumatic or painful events, dimensional to the subliminal content (see intelligence
model below) and ancestral narration. Chakra, also called the ascended heart chakra, is
connected with an organ: the thymus gland which before birth and throughout childhood, the
thymus is instrumental in the production and maturation of T-lymphocytes or T cells, a specific
type of white blood ​cell​ that protects the ​body​ from certain threats, including viruses and
infections; It plays a ​role​ in immunity, ​autoimmunity​, and aging (it’s basically our twin flame and
fountain of youth). It’s a connection of perception between all affective and behavioral cognitive
experiences including the mainstream universal emotions of anger and shame on that of the
pons, RAS (ARAS), vagus nerve and gut brain axis. It’s the fire [sacred fire] that gives us our
purpose for God awareness and unity intelligence (knowledge) connection. A healthy thymus
gives us system regulation or unhealthy thymus system dysregulation (disintegration) of all our
systems: contents, models and operations amongst our very own body, mind and spirit (see
cubed model of intelligence illustration below).
“The core is not developing the new chakra-system, but rather ​to expand your
consciousness beyond what is perceived by the monkey mind​.”
https://ourangelsguidanceblog.wordpress.com/2016/11/13/the-12-chakra-system-an
d-twinflame-process/;​ ​https://www.energiasoi.com
image 4.3 cubed model of intelligence illustration

Nurture
The Body
Chapter 5
Nurture- is the adaptation of children responding to the demands of the environment in ways
that meet their own goals and function in a safe and secure way. Children with learning
differences have deficits in brain plasticity- The brain’s remarkable ability to rewire itself
throughout a person’s life is known as ​plasticity. ​The goal is ​spiritual mindsight ​and
self-directed neuroplasticity- ​a child who has healthy neuroplasticity can heal their DNA via
the thymus- vagus nerve chakra, and RAS & ACC/HPA including the​ connection​ to the
consciousness (God awareness) and ​consistently​ being provided a ​safe, supportive, healthy,
and loving environment​ [To prevent kids from learning from primarily from learning with either
their mental, emotional and etheric bodies (anger/shame)]. Along with rewiring their perceptions
and filters of the parasympathetic (shame) and sympathetic (anger) response system during
stress such as reading, their perceptions of anger and shame are their lens to how they view
and listen to their very own existence in this universe. For anger, they need ​autonomy​ (I am
Worthy) and​ attunement​ for shame (I am Enough)- both need the two Bs: ​body and breath
(see below for more about the ABC’s of Self-directed Neuroplasticity).
Help Young Children Switch OFF Negative Markers Through Their Very Own DNA:
Will Allow Future Generations To Heal & Not Experience The Same Suffering Of
Their Past Ancestors.
- Tricia Cook
Relative to epigenetics, nature and nurturing, the child with neurodifference, it’s the brain nature
and nurture to integrate particular observations (patterns first) into a body to form coherent
knowledge also the organization; primarily, It’s the basis on the child’s need for meaning and
motivation (ask me about autism, Sensory Integration and Executive Functioning issues and/or
disability). Therefore, the adult should make ​observational records ​including an anger and
shame checklist of children’s inductive reasoning and matters of the ​heart​ and ​mind ​(discussed
more below) on all children before intervention!! The ​heart​ and​ mind ​for instance: anger being
replaced with strength, shame being replaced with empathy and both with love and removal of
fear: therefore, they will increase their ​connection, trust, and love for themselves​ and others.
I also touch on the safe, positive learning environments, toxicity and other environmental factors
for instance you can view some of the activities and exercises:​ ​HERE.

In-text: ​(“What is Epigenetics? The Answer to the Nature vs. Nurture Debate”, 2020)
Section 5 ​Physical Plane- (see illustration 5.0 above)
Emotional Body​–Shame Parasympathetic Functional System Dominance (PFD)- needs
body/soul connection and attunement for help along with the following:
ACC- which is part of RAS (6-8th chakra) with the Pineal, Pituitary, Carotid Glands, and PONS
area of the brain especially the 8th chakra which is the Crown, 5th & 6th chakra, and Alta Major
Chakra which is known for increasing energy (hyperarousal), also includes VACC involved in
emotional appraisals, cognitive control, and error T. Also, work on the thymus with the thymus
chakra also known as the seat of the soul, vagus nerve chakra, or aka etheric chakra.
Mental Body​– Anger Sympathetic Functional System Dominance- (SFD) needs body/soul
consciousness, connection, and autonomy for help along with the following:
HPA- Part of the Hypothalamic–Pituitary–Adrenal axis which is part of RAS (6-8th chakra) along
with the 4th chakra especially the 7th chakra and 8th which is the Crown, Pituitary and Soma

Chakra (right behind 3rd eye) which is known for decreasing energy (hypoarousal) and
increasing consciousness.
Note: The ​HPA axis​ is responsible for the neuroendocrine adaptation component of the stress
response. Also, work on the thymus with the thymus chakra also known as the seat of the soul,
vagus nerve chakra, or aka etheric chakra (see below).
Etheric Body​– Anger/Shame has problems with both the emotional and mental body see Total
Functional System Dominance (TFD)- needs Body-Soul Connection for help along either the
following:
RAS including ACC/HPA along with chakras 6–8th includes the Pineal & Pituitary Gland, PONS
part of the brain, Crown, Pituitary and Alta Major/Soma Chakra (Cingulate Gyrus- the cingulate
gyrus is a large arch-like lobe in the center of the inner ​brain​ that is a part of the limbic system.
This area of the ​brain​ functions to process conscious emotional experience).
Also RAS (6-8th chakra) especially the 8th chakra which mainly is part of the brainstem via the
vagus nerve (thymus- vagus nerve chakra) involved in arousal (hyper-hypo) which helps to
learn such as focus/attention, sensory integration, hormones released, speed processing, LT/ST
memory, vigilance/motivation, and overall (hypo-, hyper-, & varied) arousal, sleep and
wakefulness, and control of reflexes. Also, work on the thymus with the thymus chakra also
known as the seat of the soul, vagus nerve chakra.
Other Complications
Anger Sympathetic Lateral Functional System Dominance
(Hyperarousal- mainly prefrontal lobe functioning): Possibly Dsyeidetic (visual) Dyslexia
including WORRY OF THE PRESENT. Tend to be the abuser (dominant others) as have been
abused (developmental trauma) need to believe they are “worthy” (spirituality=God-soul
consciousness and connection). RAS chakra 6th-8th (7th specifically)= Pons & Soma Chakra
Issues (more common) (High Functioning Autism-below).
• Hostile • Irrational • Self-centered • Poor focus • Sleep disturbances • Tantrums • Coerciveness
• Fidgeting • Racing Thoughts • Delays in the 5 domains of childhood development- meaning
delays of reaching developmental milestones, and developmental disabilities (most common
and can be included in Autism); cohabit with ADHD, impulsive/hyperactive type. Possibly other
complications such as:
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Behavior disorders (ODD-hyper-dysregulation).
Brain injury (TBI).
Down Syndrome.
Intellectual Disability.
Spina Bifida.
Delays in reaching physical (Developmental Coordination Disorder especially gross
motor such as Restless Leg Syndrome, Cerebral Palsy all included in Autism)

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Adrenal & Thyroid Gland Issues (and Histamine Intolerance and other Autoimmune
diseases such as Congenital Adrenal Hyperplasia, Chronic Urticaria, Hashimoto’s,
Lupus, Celiac disease and other diseases Irritable Bowel Syndrome and Rheumatoid
Arthritis (again- hyper-thyroid and thymus see Vertigo, Aphasia, Dsyeidetic (visual)
Dyslexia under SPD-below
Chronic Pain and Inflammation in organs such as the Pancreas (CFS), Duodenum,
Gallbladder, Liver, Tongue, Brain, Spleen, Stomach, and Throat (again- hyper- thyroid
and thymus) and Histamine Intolerance and other Autoimmune diseases such as
Chronic Urticaria, Hashimoto’s, Lupus, Celiac disease and other diseases Irritable Bowel
Syndrome and Rheumatoid Arthritis (again- hyper-thyroid and thymus); & Dementia.
Symptoms: (Liver & Gallbladder) Depression, Frustration, Indecisiveness, Panic, Taken
for Granted; (Spleen & Stomach) Low-Self-Esteem, Control, Failure.
Susceptible Developmental Trauma.
Personality Disorders such as Narcissism.
Abnormal Neuroplasticity.
Delays in reaching language (Specific Language Impairment/Delay)
Sensory Processing Problems/Issues — Specific Learning Disorders (SLD) such as
Hyperlexia and & Sensory Integration Disorder (normally labeled SPD Problems/Issues):
Hyper-visual problems such as Convergence (focus) and Irlen Syndrome
(dimension/color), ADHD- hyperactive.: Hyper-Sight/Visual …Visual Processing
Disorders Dsyeidetic (aka visual-surface) Dyslexia ex. Irlen Syndrome- hypersensitivity
to light; Convergence Issues (focus beyond the object) all included Autism;
Hyper-Sound/Auditory …Auditory Processing Disorders: Hyperlexia, or Aphasia, Central
Auditory Processing Disorder (HyperNoise-CAPD), Misphonia, Hyperacusis, all included
in Autism; Hyper-Touch/Tactile …All included in Autism, Sensory Processing Disorder,
Hyper-Taste/Gustatory …social/emotional problems all included in Autism, depression;
Hyper Smell/Olfactory …Hyperosmia (hyper-smell); Attention-deficit
hyperactivity-impulsive disorder (ADHD), Tics, OCD- hyper obsessed (categories,
sequencing), other Anxiety Disorders and Tourette’s Syndrome.
Sensory Processing Problems/Issues (SPD)- Specific Language Disability
(SLD)/Specific Language Impairment (SLI) and & Sensory Integration Disorder (normally
labeled SPD Problems/Issues)- Hyper-visual processing such as Dsyeidetic (visual)
Dyslexia, Hyperlexia, Dysgraphia (hyper-fine motor and coordination), and Dysphasia.
Shame Parasympathetic Lateral Functional System Dominance
(Hypoarousal mainly right hemispheric lateral functioning dominance): Possibly Dysphonetic
(phonetic) Dyslexia along with WORRY OF THE PAST & FUTURE- NEED to be Present. Tend
to be the victim (subordinate) as have been abused (shock trauma)- need to believe they are
“enough” (religion=God-soul connection). Paralysis of action • Dissociation • Emotional
numbing• Sad • Distracting • Self-soothing (stimming)• Reactive • Sulking • Whining/complaining
• Clinginess or neediness • Reluctance to explore the world • Delays in the 5 domains of
childhood development- meaning delays of reaching developmental milestones, and
developmental disabilities (most common and can be included in Aspergers (high functioning
autism); cohabit with ADHD, inattentive and distractible type, also RAS chakras 6th-8th= Pons &

Alta Major Issues (more common) (see Dyslexia under SPD-below) Specific Language
Impairment- Dysnomia included. Possibly other complications such as:
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Behavior, Personality, Attachment Disorders, Social/Emotional, Personality Disorders
and Psychological Disorders-: Obedient Defiant Disorder, (ODD-hypo-dysregulation),
Bipolar Disorder, Sleep Walking, Mood Swings along with being susceptible to Emotional
Intensity (EI), Post Traumatic Stress Disorder (PTSD), and Shock Trauma, Bipolar
Disorder (BPD), Narcissism.
Brain injury (least common).
Chronic Fatigue Syndrome (hypo-arousal).
Slow Speed Processing Disorder.
Executive Function Disorder.
Abnormal neuroplasticity.
Chronic Pain and Inflammation (Allergies/Asthma-Migraines, IBS, Fibromyalgia,
Autoimmune Dysfunctions such as Histamine Intolerances such as Chronic Urticaria &
Dementia including Alzheimers Disease (see hippocampus)).
Also, the organs such as Small Intestine, Hara, Glands-Sexual Organs & Reproductive,
Heart, Lungs, Spinal Base, Colon).(again- hypo-thyroid and thymus).
Symptoms: (lung & colon)-Grief, Confusion, Self-abuse, Defensiveness; (small
intestine)-Abandonment; (Glands-Sexual Organs-Reproductive) Unworthiness
Addictions & Fetal Alcohol Syndrome
Aspergers (more common).
Sensory Processing Problems/Issues (SPD)- Specific Learning Disorders (SLD) included
Specific Language Impairment (SLI) and & Sensory Integration Disorder (normally
labeled SPD Problems/Issues)- Hypo-auditory processing such as Dsyphoentic
Dyslexia, Dyscalculia, Dysgraphia (hypo-fine motor), Dysomia, Vertigo (hypothyroidism),
ADHD- hypoactive, inattentive. Hypo-Sound/Auditory-Proprioceptive Reading Dyslexia,
Dyscalculia, Dysgraphia, Hypo-Touch/Tactile …All included Aspbergers,
Hypo-Taste/Gustatory …Social/emotional problems, eating disorders (Bulimia) all
included Adspebergs; Hypo-Smell/Olfactory …Attention-deficit​ ​inattentive type​ (ADHD),
Other Anxiety Disorders all included Adspebergs; Hypo-Sight/Visual …Visual Processing
Disorders- Hypoglycemia.
BOTH (Para/Sympth)Total Functional System Dominance– can be varied speed processing,
plus cohabit with ADHD, combined type with Hyperlexia and/or CAPD (hyper
Noise)-Dysphonetic (hypo Sound) and/or Convergence (hyper Focus), Irelen Syndrome (hyper
Scotopic Light Sensitivity). They can have Autism with varied learning differences.
I observed autism, varied speed processing, and sensory processing issues ​(exercises for
these-see below for more information including Total Functional System Dominance)​. Therefore,
the information of learning gets scattered throughout the brain from lobe to lobe; Hence, when
doing hands-on-healing, I’ve felt that the energy gets scattered throughout the brain and feels
like scattered energy in the palms of the hands of someone with Autism. Also, for anyone, if the
crown, third eye, throat and alta major chakras start to go hyopactivating or hyperactiving then
you will get a migraine, vision problems, memory problems, “brain fog” and allergies. Most

meditative practices including breathing techniques, 528Hz frequency of sound healing therapy,
and Kundalini yoga is good for this.
Note: I observed with autism, varied speed processing, and sensory processing issues
(exercises for these-see below for more information including Total Functional System
Dominance)​. Therefore, the information of learning gets scattered throughout the brain from
lobe to lobe; Hence, when doing hands-on-healing, I’ve felt that the energy gets scattered
throughout the brain and feels like scattered energy in the palms of the hands of someone with
Autism. Also, for anyone, if the crown, third eye, throat and alta major chakras start to go
hyopactivating or hyperactiving then you will get a migraine, vision problems, memory problems,
“brain fog” and allergies. Most meditative practices including breathing techniques, 528Hz
frequency of sound healing therapy, and Kundalini yoga is good for this.
The Soul
Cook’s Alternatives and Suggestions for Lateral
Functional System Dominance
You might need to contact me for help if you or your child/student can’t be reached
and seems disconnected; Also, when it comes to learning, they show some or all of
the following emotions and challenges: anger, frustration, shame, and sadness; has
chronic headaches, stomach aches, hives; appears to have low-self esteem; squints
when reading; feels behind or "different" than the other kids; has behavioral and
learning challenges; emotionally intense or desensitized; complains; thrives for
constant attention; labeled emotionally intense, gifted and talented or
twice-exceptional; has trouble focusing or paying attention; destroys their pencil,
eraser, and crumples up their paper after working very hard; problems with
organization or being on time; poor eye-contact, body-space awareness; sleep and/or
digestive problems; has problems spelling or with handwriting; complete
interest-based learner; grips pencil very hard; has glasses but still complains about
not seeing the letters or words, ultra-sensitive, problems with authority; doodles on
paper; problems understanding verbal directions; picks and scratches at their skin
and nails; can be needy, clingy, and "whinny"; described as dramatic, creative and
very imaginative by others; been or going to be held back in school; has trouble

connecting to others; tired all the time; great with verbal comprehension and large
lexicon, shows anxiety, anxiousness or depression; overactive-reads, writes, moves,
and thinks extremely fast or slow; sensory-processing problems or issues; constantly
moving hands/feet or fidgeting; overly kind or pleasing others; considerably 'moody';
known for "daydreaming"; aggressive and violent; gets low grades: yet, highly
intelligent; can comprehend well but has trouble with spelling/reading fluency;
adverse to learning or trying something new (resilience) as well as low in
motivation!

When we have​ sympathetic (​anger) and ​parasympathetic​ (shame) functional system
dysfunction and this speed shifting tires out the brain much quicker than the balanced learning
brain. Mostly checked marked on both columns, then ​T​otal Functional System Dominance
(anger/shame) which ​is actually due RAS (chakras 6-8) and to constant speed shifting
(accelerated/slow and varied) of the prefrontal lobe along with midbrain (left/right lobe) and
information doesn’t know where to go which is due to poor (body) sleep, diet, lack of physical
activity, sickness, color deprivation, emotional intensity or desensitivity dysfunction of Vagus
Nerve and RAS; (spirit) connection, attunement; (mind) autonomy, trust, content switching,
multi-tasking, sensory overload along consistently multi-tasking or context-switching (handling 2
or more tasks at the same time) especially in this complex, non-connected, neurotoxic and EMF

toxic infused environment- bioelectromagnetism and again complicated and disconnected world
that we live in. The glass overflows-we see digression and misalignments.
Anger= Sympathetic Functional System Dominance​– Student has overstimulated,
hyperspinning of the chakras: including Soma and RAS (chakras 6–8th) hyperactivated), or
stopped altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve. Plus,
pathogens from the intestinal tract cause harm from problems with the thymus. Note: also varied
from trying to regulate, align, equalize by moving from accelerated-slow so one and so forth.
Goal is to regulate the deactivated or hyperactive chakras by slowing down the needed chakras
(see below).
Do number #3 for anger/strength, and # 5 for hatred/courage, #2 for peace/bliss then do #7
(visual-I see): lastly, end in RAS do #8 do 6–8th and soma together for the unity of abundance,
unconditional love & I’m worthy! Note: #8 is also (visual- I see) and the Higher Heart Chakra
with pink quartz or pink tourmaline (thymus chakra) for I see God. I am worthy. Others can now
see me too!
Students with Anger Sympathetic System Function Dominance…Therefore, hyper-sensory
processing, accelerated and varied speed processing will be regulated!!! Students will no longer
have — Known as being analytical-literal, verbal linguistic, strong auditory processing,
logical-mathematical, 2-D learner and constantly breaking down information and the small
details (good in maths, especially computations and written comprehension as well). Needing
Autonomy- ex. I can do it! I am Worthy! Under stress, is known for fight-or-flight, flee response
which is a physiological reactive response. They can be ultra-religious or non-religious. Their
“love language” is action based! They consider what they do (actions) for God and vice versa
along with being instant on answered prayers.
Note: Students with Sympathetic System Function Dominance have a serotonin deficit;
therefore, have lessened pleasure, relaxation, contentment and sensitivity (meaning).
Speaking of the heart and not feeling “worthy”- They may have problems with receiving
strength, knowledge, faith, reverence, obedience (lust, hatred, jealousy, envy), perception (gives
resistance, judgment based off logic (outward appearances, not seeing the heart of someone),
patience, courage, abundance, empowerment, attachment and autonomy, entrapment (desire,
lust, fear), release (courage, trust), transformation (acceptance, harmony), revelation
(unconditional love) or transfiguration (joy). Again, they need the soma and RAS #8 chakra
(chakras 6th-8th).
Response: Better with short-term memory using habits and addictions based off of facts,
forms/functions. They tend to focus again on the present and immediate situation. Which
dysfunction of the Vagus Nerve and RAS and the soma chakra leads to negative perceptions
and meaning of being angry– dominance, fight/flight (flee) and accelerated speed and varied
processing.

Hyper-proprioceptive, somatic and vestibular (hyper-gross motor ability (cerebral palsy). They
are active and about doing things.
Hyer-norepinephrine (diligence- fight, flight, flee & hyperarousal). Reactive with anger and have
hyper-speed (accelerated) processing and long-term memory issues. If they have autism, they
are known as `runners”. They think of the present and reacting instantly gets them to the
“What?” much faster. The “what” is the most important factor for gaining meaning. Therefore, for
them the “why” is not as important to answer for they use the scientific method of deductive
reasoning. They learn best from movement and “doing” including auditory experiences and
lectures, as well from reading and listening to others knowledge and information, analyzing
“facts” and circumstantial evidence, and then formulating their theory and hypothesis.
Hyper-visual processing leading to convergence and other visual processing issues (Third-eye
chakra #6, Pons area of the brain-Soma chakra, #8 for RAS). Both: Left-Lateral Dominance=
Autism can have Irlen Syndrome which is a problem processing light (more common).
See graph below- If your body is toxic, it cannot maintain health such as Autoimmune diseases.
Stimulating your liver with the detoxification layout releases toxins and encourages your
lymphatic system to remove them, bringing about a physical cleansing. A Yellow Jasper or
Obsidian at your solar plexus stimulates an emotional detox as well. This with Smoky Quartz,
Drusy Chrysocolla energetically stimulates liver function and moves heavy metals out of the
body.
Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity
(See Below)
Shame= Parasympathetic Functional System Dominance​– Student has understimulated,
hypospinning of the chakras: including Alta Major and RAS (chakras 6–8 are hypoactive ), or
inactive, stopped altogether (deactivated) causing abnormal neuroplasticity via the vagus nerve.
Plus, pathogens from the intestinal tract cause harm from problems with the thymus. Note: also
varied from trying to regulate, align, equalize by moving from slow-accelerated so one and so
forth. Goal is to stimulate the deactivated or hypoactive chakras by speeding up the needed
chakras (see below).
Do number #1 for shame/empathy, and #4 for grief/compassion, and #2 for peace/bliss, & then
do #6 (auditory- speaking, hear & listen); lastly, for RAS do #8 do 6–8th and alta major together
for the unity of abundance, unconditional love & I’m enough! Note: #8 is also (auditoryspeaking,
hear & listen) and the Higher Heart Chakra (thymus chakra) with moonstone for I hear
and speak of God. I am enough. Others now listen, hear/speak to me too!

Students with Shame a Parasympathetic System Function Dominance…Therefore,
hypo-sensory processing, slow and varied speed processing will be regulated!!! Students will no
longer have — Known as being evaluative- visual spatial reasoning (good with geometry and
maps and geography, computer graphics) learns best by “doing”, “whole-picture”, “out-side of
the box” thinkers, 3-D learner and constantly getting “the big picture”.
Needing Attunement- ex. I am Enough. Under stress, is known to freeze and “rest and digest”
response which is related to the autonomic nervous system. They can be ultra-spiritual. They
consider how they feel for God. Their “love language” are words of affirmation based! They have
a strong faith in God but feel not enough.
Note: Students with Parasympathetic System Function Dominance have a dopamine deficit;
therefore, have lessened pleasure, reward, motivation, and euphoria (meaning and motivation).
Speaking of the heart and not feeling “enough”- They may have problems with receiving
empathy, wisdom, hope, power, willingness, intuition, destruction (death, guilt, shame),
entrapment (desire, lust, fear), release (courage, trust), transformation (acceptance, harmony),
revelation (unconditional love) or transfiguration (joy), surrendering (due to pride), acceptance
(gives resistance, judgment based off evaluation (outward appearances, not
listening/hearing/speaking to the heart of someone), compassion, beauty, joy, mercy,
attachment and attunement. Again, they need the alta major and RAS #8 chakra chakras
6th-8th).
Response: Better with long term memory based off of perceptions and choices for meaning
(past and future) and motivation (autonomy and attunement), based on past experience and
need for future reference. Therefore, they tend to focus and filter based on the past/future. With
dysfunction of the Vagus Nerve and RAS and the alta major chakra, this leads to filters of
shame, subordinance, freeze, and slow speed and varied processing.
Hypo-proprioceptive, somatic and vestibular (hypo fine-motor ability dysgraphia). They can be
considered less active and have poor handwriting.
Hypo-norepinephrine (diligence-freeze, hypoarousal, mainly; poor short-term memory retrieval).
Filters with shame and have slow speed processing (the controversial low cognitive speed) and
short-term memory issues. Remember, they are thinking of the past/future not so much the
present. Their meaning is not present related as much as the need for the future and past. The
“Why?” is the most important factor for gaining meaning. Therefore, for them the “why” is
important to answer. Therefore, for them the “what” is not as important to answer for they use
the scientific method of inductive reasoning from specific observations and intuitions to make
broad generalizations. They learn best from movement with gross motor and tactile experience,
as well from “doing” by experiencing visual observations, formulating their own theory and
hypothesis, and verbalized conclusions and confirmations.
Right-lateral dominance: Dyslexia, aspergers, can have language deficits including dysnomia,
dyspraxia (speech) and even dysphasia with both possibly having dyscalculia. Right-Lateral

Dominance= Autism can have language deficits including dyspraxia (speech disability) and even
dysphasia with both possibly having dyscalculia (less common).
Hypo-auditory processing leading to dyslexia and other central auditory processing issues and
sometimes a dyspraxia (speech disability) (Throat #5, Pons area of the brain-Alta major chakra
#8 RAS (chakras 6th-8th).
Also, it leads to abnormal neuroplasticity. They need the ABC’s of Self-Directed Neuroplasticity
(See Below)
NOTE: ​Total Functional System Dominance ​can have all dysregulation diagnosis (They need
Exercises & Activities for Lateral (Para/Sym-above) & Total Functioning System Dominance). It
is for the mind, senses, body and spirit: On a physical and mental level, the goal is the vagus
nerve and RAS & ACC/HPA to be functioning in alignment in the chakra system and balance of
electromagnetism with mainly complementary to medicine such as: On a physical, mind and
sensorial​ level, color/sound therapy, yoga, meditation, prayer/praise & worship, affirmations and
breathing techniques. On a metaphysical and spiritual level, they can gain autonomy and
attunement, release anger and/or shame and replace with strength and empathy to have
bliss/peace, harmony, gratitude, comfort and unconditional love along with removing all fear and
ask me about autism (See Section 6).
image 5.1 the complete system function illustration

Cook’s Theory of a Complete Functional System Regulation (CFSR)
If you use 10-25 percent of their brain power and you nurture their nature, you can do
exercises and activities on the thymus, pons and RAS (for children- different for adults
ages 24 plus); then, you could reverse a dysfunctional system (heal DNA) and focus on
unlocking the rest of your (yourself & family- line) God-head unity (twin flame) of glory,
victory including increasing your brainpower, super genius, or possibly acquire psychic
powers like mind reading and telekinesis while reducing illness, learning differences,
relationship problems, etc…-Tricia Cook

The Body & Soul (the heart & mind)
Chapter 6
Speaking of the heart and mind along with not feeling “enough”nor “worthy” — those with
neurodiverse may have problems with receiving empathy, wisdom, hope, power, willingness,
intuition, destruction (death, guilt, shame), entrapment (desire, lust, fear), release (courage,
trust), transformation (acceptance, harmony), revelation (unconditional love) or transfiguration
(joy), surrendering (due to pride), acceptance (gives resistance, judgment based off evaluation
(outward appearances, not listening/hearing/speaking to the heart of someone), lacking
compassion, beauty, joy, mercy, attachment and attunement. Again, they need the alta major
and RAS #8 chakra chakras 6th-8th). This can be very troubling for the child as well as the carer
of that child. A troubled body and mind is not what we want nor what God wants for us! We
want comfort and peace that the Word has told of Jesus’ gifts, the Holy Spirit transforming our

wishes, and God’s promises of blessings and miracles! ​Roman 15:13; ​2 Corinthians 12:9 (ERV)
Also, ​Primordial Needs​ are our blessings and treasures due to God's mercy and grace which
includes God's Trust/Gifts and Truth/Wishes: Miracles (promise) that happen on a body, mind
and spirit level! Is your child having a hard time learning from you? Are they angry or weepy?
Here are some intents and prayers of Acceptance of God’s own/others gifts, wishes, values,
ideas, thoughts, and perspectives (miracles) upon you, your child’s carer. Note: These can help
you not resist or judge the circumstances but know it had to happen.
The Body (Gifts)
The body and mind (Christ) & trust His gifts (Jesus- for adults chakras 1-8)- ​With Jesus
(gift), ​ ​Positive body and soul which the Eyes that sees and hears the Truth (word) intentes:
strength/empathy
comfort/joy
courage/compassion
bliss/harmony
gratitude/goodness
Prayer: ​God, have mercy on us, I’m asking for Jesus to come into my heart, mind, and body.
Please come to my aid to give me the ability to see and feel courage and compassion also
intercede for me to release fear and attain unconditional love. God, I trust in my gifts from you.
Thanks for giving me the gift of wisdom. Right now it’s the wisdom of acceptance. I am in
acceptance of God’s own/others values, ideas, thoughts, and perspectives as well as gifts of
_____________[what you need from above]. God, what’s my gift?
The Soul (Wishes)
SOUL and the Heart (Holy Spirit) and Truth/Wishes (The Holy Spirit for adults chakras
9-11)- ​With Holy Spirit (wish), Positive Soul with Upper Heart (thymus) and Soul that feels Trust
intents:
righteousness/peace
knowledge/wisdom

grace/mercy
hope/faith
freedom/forgiveness
Prayer: ​ God, I’m asking for the Holy Spirit to come and bless us without wishes. Also to my
aid to give me the ability to listen and feel mercy and grace and also intercede for me to have
abundance and devotion.​ ​God, There is truth in having wishes. I wish for hope. I ask for my
peace, joy, bliss, harmony, gratitude, goodness, and righteousness, as well as gifts of
_____________[what you need from above]. I love you and want to better serve you, God. God,
what’s my wish?
The Spirit (Blessings and Miracles Promised)
Trust/Gifts and Truth/Wishes lead to miracles His Promise​ (​God for adults chakras 12th​)​-
With God (blessing), then Spirit can see, hear and feel in unity God’s Heart (miracle) ​intents​:
Righteousness/Beauty
Blameless/Pure
Gratitude/Harmony
Integrity/Mercy
Unconditional/Perfect Love
Prayer: ​God, again I’m asking for miracles of feeling freedom and forgiveness.​ ​God, I
understand you promised many miracles and blessings. Thank you for all my blessings. God,
what’s my miracle? (listen to Your Spirit)- feel your spirit. What do I feel today? God, please help
me to feel my spirit and allow Curiosity, Blamelessness, and Purity which the key to life lead me
closer to you and feel you. Also please help me make my personal angels make themselves
known to me. Lastly, God, what’s my question?
We pray that God himself, the God of peace, will make you pure [and
blameless]—belonging only to him. We pray that your whole self—spirit, soul, and
body—will be kept safe and be [pure] and blameless when our Lord Jesus Christ comes.
1 Thessalonians 5:23 (ERV)
Let me tell you about the ABCs of self-directed neuroplasticity, and more posts on the go. The
ABC’s of Self-directed Neuroplasticity along with the trust of the body, soul, and spirit. They can
be hard to heal due to each individual’s circumstances, experiences, and attitudes. They can be

hard because the anger/shame responses are survival tools and actually work for some people.
To a point, where it doesn’t work for them any longer and can be actually harmful to their and
others’ safety. They have to want to release, heal and lose control to gain connection. Plus, the
findings on epigenetics (above) let us know the epigenome can be something temporary. This is
why RAS which includes the alta major chakra and the ACC/HPA with soma chakra takes
awareness, work and needs to be “worked on daily”. No worries, I will give you ways in the
revolutionary program, ELBERT and I’m here to coach you along the way to heal your DNAfor
generations can benefit​ ​from revolutionary teaching!​ Again, awareness including knowledge
and wisdom, controlling chemical markers, and matters of the ​body,​ ​heart​, and ​mind​ are key to
all this change.
Marmas- OUR BODY POINTS OF LIGHT
Toxicity​ of negative thoughts, feelings and ideas ​causes blockages in the marmas and nadis
(see the pons and peripheral nervous system along with the thymus above in ch. 4). Positive
thoughts fire and wire together; meaning, when you're learning the assimilation and
accommodations done in the brain will be perceived in empathy and strength [whatever
affirmation or positive intent practiced most often]. The toxicity and flow of chi (balance of the
chakras) again affects the way our genes are expressed, genetic markers and creates epitome.
[accessed 12/31/2020] ​https://pin.it/2hhVUOp

Note: The four pillars or sides of a pyramid are closely connected to the symbolism of
the TREE; it also represents stability, and a broken pillar represents death and mortality.
In the Hebrew and Christian traditions, pillars of FIRE (Sacred Fire) and smoke signify the
presence of God, and God punished Lot by changing his wife into a pillar of salt. The
Tree is also represented with 3 pillars based on Kabbalah (Gnosis) includes 3 pillars: The
book of creation 22 Hebrew letters which consist of God Consciousness at the head
(crown) and root (our physical being). The 3 pillars: Left pillar of Severity-Wisdom (Yin) is
masculine (new brain-native american), Right pillar of Mercy-Understand (Yang) is femine
(old brain- native american). Prayer, meditation, and studying the Torah/Bible (10 zipoph)
which leads to true spiritually will Balance-Will the pillars (YinYang).
Note​: illustration 5.1 All three types of having a Functional System of Dominance (FSD) are
about the ABC’S of Self-directed Neuroplasticity:
Affective: Affirmations and Attunement
Behavioral: Body and Breath
Cognitive: Connection, Curiosity, and Consistency
Spiritual: Safe and Supportive

What most people don’t know! Losing Connection Is On A Cellular Level Mainly Due To
Pleading Disparagement and Needing to Gain Trust for Others and Mainly Yourself (God).
Disparagement​- is expression of a low opinion of someone’s thoughts, ideas, & feelings which
causes anger and shame contributing to the biggest offense to someone’s soul. You’ve heard
the saying. ‘those who have shame, shame others; likewise those you have attract shameful
experiences.’ Every cell in your body holds hundreds of pages of information on all levels of
your being: physically, emotionally, mentally, and spiritually. Cellular memory is a theory that the
body’s cells retain memories independently from the brain but the mind (thymus). Similarly, the
glia, (also called glial cells or neuroglia) which are non-neuronal cells, are the bases for the
deeper meaning held in what is lost and needs to be reclaimed- the big picture of our purpose of
being here on earth and conscious connections with God.
The goal of the ABC’s is Spiritual Mindsight w/ Self-directed Neuroplasticity!
Again, Neuroplasticity is the capacity of nerve cells to biologically adapt to circumstances, to
change their connections and behaviour in response to new. Most importantly, the
transformations of glia cells is something miraculous with gaining spiritual mind sight.
Observe: ​information presented and environment, sensory stimulation, development, damage,
or dysfunction.
Reinforce:​ Spiritual Mindsight w/
Self Directed Neuroplasticity
Translates:​ To Positive Epigenetic Signatures
Again, the main goal is to heal our very own DNA holistically through exercises and activities
which block or ease the production of specific inflammatory proteins (toxicity) excreted by the
gut-brain axis, decreasing biochemical reactions that happen between the Pineal, Pituitary,
Adrenal & Carotid Glands along with decreasing the RAS & ACC/HPA deficiencies, and
regulating our own biofields (including electromagnetic fields) by activating and aligning the
vagus nerve (via vagus nerve chakra- thymus and pons). You need to again, speaking of the
“whole child”- you need to examine every aspect of their learning, not just the end goal or result
which is literacy and their appropriate learning behavior. Ways to look at neurodifferences
holistically: ​observe ​and take ​observational notes​ on the child…
50% Nature- 50% Nurture (focus on epigenetics and self-directed neuroplasticity with PYAM):
https://developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-chil
d-development/
Observe: ​information presented and environment, sensory stimulation, development, damage,
or dysfunction.Another goals, understand the unique learning difference by examining each
child’s neuro-systematic learning functions (All learning goes by these areas and systems:

vagus nerve, frontal lobe (limbic system), brainstem and midbrain, along with cortical
neurosystems) as it relates to the triune brain.
Limbic​– My literacy lesson plan template that includes the multiple intelligences along
with 4 F’s: Facts, Forms/Functions, Feelings & Future. Note: Limbic Areas that are
typically ​included​ in the ​limbic system​ fall into two categories. … and (brainstem)
processing​ side and short-term memory (the limbic cortex, amygdala, and ​hippocampus​)
and (midbrain) which is a small part of the brain above the pons that integrates sensory
information and relays it upward. In terms of ​long​–​term​ physiological changes, it is also
associated with long-term ​memory​. For assessment and ongoing evaluation, I use a rapid
word and letter-sound recall checklist, plus some informal observations included in the
lesson plans-mentioned above.

https://www.canva.com/design/DAERokhITS8/BA5PejOhW75eJ83GBvc5YA/view
Brainstem​– I have a fight, flight, flee and freeze PARA/SYMP observational checklist
which includes alternative and holistic activities and exercises for the release of
stressors and reactivation of the vagus nerve (vagus nerve chakra-thymus) to the body
for instance: prayer, yoga, affirmations, meditation, breathing, emotional coaching
exercises and activities that look at the “whole child” and activating the vagus nerve for
instance.
https://www.canva.com/design/DAERokhITS8/BA5PejOhW75eJ83GBvc5YA/view
Midbrain​– A screening and recommendations for vestibular, proprioceptive, somatic
issues, along with speech/language development, auditory, and visual processing. Note:
It’s a 30 page screening.

Including a progress monitoring and observational rubrics:
Cortical​– Lesson plans and activities for taking care of the “whole child” and their
individual, dynamic needs for learning and the domains of development.

Chapter 7
The Gift- using their strengths
People with Dyslexia​ ​have sound and language processing problems.​ They will struggle to
connect letters to sounds and, mainly problems identifying speech sounds and learning how
they relate to letters and words ​Dsyphonetic (shame- auditory-PFD)​; as well, those with visual
processing problems struggle to understand visual information such as letters, shapes, or
objects and, mainly problems processing graphic symbols​ Dsyeidetic (visual) Dyslexia
(anger- visual-SFD)​. Related to the absorption and processing of sounds [sounds especially
can be omitted from the middle position of words the most because it’s the last sound to be
processed; even though, it’s in the middle position], Therefore, students with dyslexia most
commonly omit letter sounds, words, phrases in the middle position, then the end, and least
commonly the beginning. When they omit, they might do sounds confusions such as
repetition(s), substitution(s), addition(s) or delete altogether, on the other hand
(hypo-shame-PFD); transversal and reversal are more common in students with a visual
processing problem (hyper-anger-SFD)- have them remember: if it doesn’t look or sound right

eread or rewrite till you’re brain feels like “it’s just right” [trust your brain- you are smart, you can
do it, and you are love].
People with Dyslexia also have a high coexistence of ADHD (3 types)​. People with ADHD
and Dyslexia have difficulty processing the basic sounds of language (phonemes) and graphic
symbols causing fluency struggles. They “stumble over words” due to reading and processing
too fast (hyper-anger-SFD)/slow (hypo-shame-PFD); mainly, in the beginning-ending of word,
sentence, paragraph, passage– rest of the time not too fast/slow sometimes it’s “just right” (I call
this “varied reading rate”- Total Functioning Dominance (TFD)). If the prosody, reading rate, and
expression/intonation objective aren’t met and they still don’t seem to comprehend; mainly, in
the beginning-ending of paragraph, passage, etc. have them remember: if it sounds or looks too
fast or slow, or robotic, then adjust your prosody and reading rate by rereading so it will be “just
right” [trust your brain- you are smart, you can do it, and you are love].
Because dyslexia and dysgraphia have a high coexistence too ​and cannot be cured,
students can develop tools and strategies to help their working memory, phonological
awareness, reading, speaking, and spelling. For Spelling, Dsyeidetic (visual-surface dyslexia)
Dyslexia and Dysgraphic (hyper-shame-SFD) students need sound-word knowledge.
Sound-word knowledge is how many letters and how many sounds are in each word. Again,
related to the absorption and processing of sounds, sounds especially can be omitted from
words by the student, students with dyslexia most commonly omit letter sounds, words, phrases
in the middle position, then the end, and least commonly the beginning. When they omit, they
might do repetition(s), substitution(s), addition(s) or delete altogether or fusions, on the other
hand; transversal and reversal are more common in students with a visual processing problem.
After Spelling a word, have them remember: if it doesn’t look or sound right reread or rewrite till
your brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you are
love].
[They need to check their spelling by counting the letters to see if they added or deleted
any letters. They count the sounds to see if they repeated, substituted, or fused any
sounds to the word.]
People with dyslexia and ADHD- hyperactive type​ (reads/writes similar to those autism and
hyperlexia appearing as dysgraphia​)- They read too fast, they skip over words and lines for
which breaks down comprehension mainly, skips over small sight words (sight word/nonsense
words are hard) about the same level in height (ex. one) and/or reading the end position of a big
word (6 plus letters) by dropping the last part of the word does run-on reading (skipping over
commas, periods), reads robotically with less intonation, and tends to overthink/get
overwhelmed, anxious (hyper-shame-SFD)- needs to fidget or doodle, or rock/move, stand,
when reading also tends to have dsyeidetic (visual dyslexia aka surface dyslexia).
Many people with just dyslexia, dysgraphia, and dyslexia along with ADHD​ are notoriously
known for “guessing at words” and stories meaning despite having average/high IQ due to the
dyslexia and ADHD tendencies! They both are having natural universal emotions of learning
(such as anger, shame which need to be replaced with strength and empathy, as well as,

emembering calm). The tendencies change according to the reading, hour day, week, etc..
Also, the tendencies way heavily on if they are sick, hungry, tired, or stressed. Reading can
make them feel ill with headaches, stomach aches/knots, tight shoulders/neck and even dizzy.
These are signs of a Dominance Functioning Issue or ​Responsive System Dysfunction (RSD)!
How do you know if you have ​Dsyeidetic (visual) or Dysphonetic (auditory) Dyslexia?​ ​HERE
image7.1 the complete ​Responsive System Dysfunction (RSD) ​illustration
Thought​: In this next section, think about the high rate adopted/fostered students with learning
differences!
What happens generationally when our shame and anger cup(s) fill up? Generational
anger leads us to Sympathetic Functional System Dominance and generational shame
leads us to Parasympathetic Functional System Dominance. You think I’m talking about
only the child’s energy of shame/anger? No…it’s their cups and those generational
before them through the child’s DNA. Anger/shame energies can be passed through the
DNA to the student (epigenetics) which is stemming from past familial trauma
(generational maternal/paternal hatred, grief, prenatal emotions, developmental or shock

trauma of having exposure to negatively perceived experiences, and any of the factors
that I mentioned in the first paragraph). As a child, unreleased anger and shame needs to
be replaced with empathy and strength (atonement) and, as an adult, the anger can be
transmuted to hatred that needs to be replaced with courage and the shame to grief that
needs to be released with compassion. This lack of atonement and not releasing and
replacing has led our humanity to so many learning differences, illnesses, weakness, and
possibly even the soul’s death. If we learn to release fear and replace it with love, God,
through our (RAS) Rectangular Activation System, along asking for grace and mercy He
will help us realize and we could only learn how to become closer to Him! a
God-Authentic Soul just as we originally had come into this world which was
pure-child-like and blameless. No worries…You will be given an awakening where His
Divine Powers and righteousness become whole- pure and blameless, if you ask Him.
Can we heal our DNA for future generations or empty the cups of anger and shame?
Notice: You think I’m talking about only the person’s energy of shame/anger? No...it’s
their cups and those generationally before them; anger/shame energies can be passed
through the DNA (epigenetics), stemming from developmental or shock trauma of having
exposure to negatively perceived experiences. Anger leads us to Sympathetic Functional
System Dominance and Shame leads us to Parasympathetic Functional System
Dominance. Again, generationally with our ancestors, unreleased anger and shame being

eplaced with empathy and strength has led our humanity to so many learning
differences, illnesses, and even spirits death (condemnation). If we learn to release and
become connected to our God and others, He will help us realize and release our sin,
learn how to become closer to Him and be given His Divine Powers.
Note: Remember RAS & HPA and hypothalamus/thalamus- sensory processing and the
speed processing of information (includes also the hippocampus- which is in the limbic
system and regulates perceptions of anger/shame, long-term memory). Therefore, our
neurobiology (neurosystems), central and peripheral nervous system, complete chakra
and electromagnetic (biofield) systems are all dysfunctioning simultaneously and
individually at different degrees and causing epigenetic attacks- leading to abnormal
neuroplasticity. Goal is for ALL our systems to function equalized, activited, and
balanced with a dysfunctioning system. Don’t worry our Glass is HALF-Full and we can
still make a change!!! SEE parent and caregiver checklist and questionnaire before the
appendix and holistic-alternative suggestions below!
BETTER WAYS TO NURTURE THEIR VERY OWN NATURE
image 6.2 Cook’s Think of Our Brains as a Computer

Therefore, our “computer systems” aka neurobiology (neurosystems), nervous system,
complete chakra, and electromagnetic systems are all dysfunctioning simultaneously and
individually at different degrees and causing abnormal neuroplasticity. Goal is for ALL our
systems to function equalized, activated, and balanced with a dysfunctioning system.
Strengths of a Learning Difference
PARASYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural
compensation(s) for neurodeficits and neurodiversity):
holistic- spiritual, subjective, innovator, “gets things”- intuitive (wisdom), world view, naturalistic
interest-appreciative based learning
interest based learning- other content ex birds, travel brochures
empathic, empathetic
large gross motor ability w/body awareness w/ well balanced EF
fantasy based- storytelling (fiction)
body awareness EF (hyper/hypo)
list-form thinking- poetry, anecdotal notes
narrative and expository writing
understands “true meaning”- whole-part-whole like philosophical
sensitive (hyper, hypo)*- low self-esteem, emotional intensity
sight words- learned words easier
creativity- “outside of the box” thinking
visualization/imagery- “movie cinema” thinking
imagination-concrete thinking
synthesis- logical
PP intuitive- future oriented goal setting

philosophy/spiritually related learning
inductive reasoning- observation
evaluation- form of logic
good with long term memory- faces not name
long-term memory unless an EF, phonological deficient and neither “break down tools”
long-term memory- direct correlation with visual sensory memory “picture/movie thinking”
visual-spatial thinking-learning (hypo,hyper)*
kinesthetic/tactile thinking- learning (hypo,hyper)*
smell-taste (hyper, hypo)*
SYMPATHETIC FUNCTIONAL SYSTEM DOMINANCE STRENGTHS (natural
compensation(s) for neurodeficits and neurodiversity):
auditory thinking-learning
auditory thinking-learning (hypo, hyper)*
non-fiction (note: unless interest-based and written out, complete steps required
analysis- form of logic
analysis- logical (break down category and sequence (steps)
avoids being personable- people oriented, social,
deep introspective about self- ego task oriented
Isolated-inverted, task-oriented
not philosophy/spiritually related learning
ultra-religious
good with short term memory- names not faces
past (unless interest), present goal setting
sensitivity- balanced

decoding-sounding out words
vocabulary- interest, religion and philosophically oriented “language inventory”
“language inventory” states “I know already…”
vocabulary- non-interest oriented
works at “true meaning” part-whole
rhyming/alliteration- with language not so much rhythm & beat
isolated rhyming/alliteration language
interest of foreign language learning
foreign language learning
free flowing analysis of information
chopped up information- can eventually be made whole or complete
spelling (sight words) & spelling (phonetic)
Total Functional System Dominance​ (ask me which one is Para/Sym.)
graphic organizers for solving math word problems, geometry
solving word math problems, operations
list-form-separated out reading
smooth & fluent reading- audio books & modeled reading
cursive
(RR) recall and repetition in the “short-term” memory stage
POETRY- great with rhythm, chant, patterns, tone and tonality/inflection
synthesis- weed out important information with graphic organizers
organizing- categorically and sequentially the information already weeded out with certain text
book (ask me)
comprehending- future/past with Socratic method

comprehending- present with pictures and art work with MIND MAPS, Drawings w/ Dictations,
Cartoons, or Anecdotes
internalizing language (receptive language)- JOURNAL
externalizing language (expressive language) or vice versa- DEBATE
emotional -dramatic, intense, emotional coaching
dramatic, emotional (hyper,hypo) needs outlets like karate, painting. musical instrument, drama
non-focused, impulsive- needs to volunteer with kids with physical impairments at ball field
inattention (hyper, hypo)- needs “listening skills”
focus- needs to record
Multi-sensory, systematic, & explicit phonics instruction
The Spirit
Section 7
Reinforce:​ Spiritual Mindsight w/ Self Directed Neuroplasticity
Mindsight, a skill we can all develop to break free from mental patterns that get in the way of
living our lives to the fullest; A practical definition of the mind — distilled from a dozen scientific
fields; The triangle of well-being — how to promote a healthy flow between your mind, brain,
and relationships. Self-directed neuroplasticity, then, is the ability for the brain to change itself
depending on how you direct your thoughts, focus, and attention. The “self-directed” piece
refers to your ability to intentionally shape your brain by using it in a specific way to increase
resilience and positive attitude in the face of aversion.
Sound & Color
Color Therapy and Tapping

(anger-yellow) ​reduces anger and depression; represents joy or optimism and can calm you and
help you think more clearly (tap on the top of the middle head on both sides, or massage in a
diamond shape if hypersensitive).
(shame-red)– reduces shame ​and autistic tendencies; tends to excite us and inflames our
passions, creativity (tap on the collarbones, or massage if hypersensitive).
(empathy-green & pink) reduces shame ​and noise sensitivity; tends to make people feel loved
and protected but also can cause feelings of lethargy (tap on the breastbone, or massage in a
diamond shape if hypersensitive).
(blue- violet below) is associated with immortality and anxiety, courage, or protection (tap on the
throat, or massage if hypersensitive).
Solfeggio:
https://mynoise.net/NoiseMachines/solfeggioTonesGenerator.php?fbclid=IwAR0dVT6eUW9KSo
eCX_Lge-5B2koVtoDo59ww4-I9Wz5Juxaay5ZloXYaPRw
Solfeggio can drown out their mind noises and heal the heart and mind. Think about your soul
(heart and mind) as energy and constantly make a hum, by focusing on the vowel sounds, with

each word can be drawn out while your fingers are in either of these intended positions. See
which “feels” right for you. The no right or wrong way! If you have an Anger Sympathetic System
Functional Dominance, do the ones that say Hyper-; Shame Parasympathetic System
Functional Dominance, do the ones that say hypo-; Total Functional System Dominance, do the
ones that say balance.
Marmas- OUR BODY POINTS OF LIGHT
Again, toxicity causes blockages in the marmas and nadis. The toxicity and flow of chi (balance
of the chakras) again affects the way our genes are expressed and creates epitome. Toxicity
can be environmental and in our foods which can affect our learning...read here “Marma points
are energy blockages in the body located at the seventh level of the skin but they convey
messages to the deeper layers and organs and are thus considered the “inner pharmacy of the
body.” There are 117 marma points depending upon the system you follow. When a marma is
sore or sensitive to the touch, there is inflammation or some toxicity (ama). Marmas block the
flow of prana or the vital life force throughout the body (there are 72,000 nadis or pathways in
the body where prana circulates) therefore it is important to unseat, release or clear what is
stuctoon order to promote awareness of the body and mind.”
[accessed 12/31/2020] ​https://pin.it/2hhVUOp
List of Environmental Toxins to Avoid:
https://www.hsph.harvard.edu/toxic-chemicals/
https://hms.harvard.edu/sites/default/files/assets/OCER/files/Taking%20It%20All%20In%2
0Reading%20Materials%20Web.pdf

Suggestions for Inflammation
Anger Sympathetic System Functional Dominance- *always consult with your doctor
before changing diet, taking any supplements, or herbal remedies
#1 Root (shame-red)– base — adrenals — colon issues, lower back pain, varicose veins,
emotional issues around money and security.
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Red foods: beet root, pomegranate, red apple, red tart cherry
Superfoods high in protein and minerals such as Indian Mulberry, Rosaceae (such a
Rose Hips); Pomegranate Extract
Root vegetables- slightly cooked
The Basics: Protein powders,
insoluble fibers, vitamins and minerals
Adrenal support
Anti-inflammatory support, joint health, immunity- ​Certain Spices and Herbs:​ cayenne,
thyme, parsley, basil, cinnamon, cumin, fenugreek seeds, onion powder, rosemary, mint,
oregano, dill, sage, garlic nutmeg, and vanilla, turmeric, ginger, paprika, clove and fennel
Avoid Caffeine/Alcohol
LOTS OF WATER!
#4 Heart (empathy-green)– thymus — lungs — heart and lung problems, asthma, allergies, fear
of intimacy
●
●
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●
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Green foods
Cruciferous vegetables
Leafy greens
Fruits and legumes: exotic rambutan, durian, mouse melon, soursop, kaffir lime, and
jackfruit
Phytochemicals, phytosterols, phytoestrogens
Chlorophyll
The Basics: Specific amino acids and proteins
Vitamins and minerals
Blood lipid support
Circulation support
Coenzyme Q10
Green food powders
LOTS OF WATER!!
Supplements​:
Magnesium
Vitamins B & C
Calcium

Zinc
Fish Oil
Bacopa
Kava Kava
Rhodiola
Cabbage Rose
Chebulic Myrobalan
Belleric Myrobalan
Annonaceae
Betulaceae
Geraniaceae
Rutaceae
Andropgraphis paniculta
Other:
Lavender
Vetiverb
Blue Cyprus
Tangerine
Marjoram
Orange
Myrrh
Geranium
Clary Sage

●
●
●
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●
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●
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●
Pre/Probiotics are live microorganisms that line your digestive tract
Mucuna Pruriens. Mucuna pruriens is a type of tropical bean native to parts of Africa,
India and Southern China.
Ginkgo Biloba.
Curcumin.
Oregano Oil.
Magnesium.
St. John’s Wort.
Pre/Probiotics.
Eggs. The protein in eggs can significantly boost your blood plasma levels of tryptophan,
according to recent research
Cheese. Cheese is another great source of tryptophan
Pineapples.
Tofu.
Green Tea.
Salmon.
Nuts and seeds
Turkey
Turmeric Curcumin with Bioperine
Jarrow Formulas Milk Thistle (Silymarin Marianum)
Marjoram
Blue Cypress
Callitis
Peppermint
Rosemary
Rose
Clove
Basil
Eucalyptus
Lemongrass/Lemon
Sacred Lotus
Burseraceae

Cupressaceae
Ericeae
Willow
Aschwanda
Omega 3 Fish Oil, Strawberry Flavor
Korean Red Panax Ginseng 1000mg — 1
North Atlantic Kelp
Other
Vata Massage Oil
Geranium
Ylang Ylang
●
●
●
Serotonin Supplements​: Pure tryptophan. Tryptophan supplements contain much more
tryptophan than food sources, making it possibly more likely to reach your brain.
SAMe (S-adenosyl-L-methionine
5-HTP
Shame Parasympathetic System Functional Dominance-*always consult with your doctor
before changing diet, taking any supplements or herbal remedies
#3 (shame-yellow) Solar plexus — pancreas — digestive system — gas, bloating, liver issues,
stomach ulcers, eating disorders, lack of confidence, procrastination
●
●
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Yellow foods
Carbohydrate
Fiber
Sweeteners
Whole grains
Legumes
Starchy vegetables
The Basics: Soluble fiber, vitamins and minerals
Blood sugar support
Digestive support

●
●
●
Liver support
Metabolism support
LOTS OF WATER!
#6 Third eye (strength-violet) — pituitary — eyes — depression, poor eyesight, hormonal
imbalances, poor intuition
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Blue-purple foods
Flavonoid-containing foods
Cocoa
Caffeine/Alcohol
Amino acids for neurotransmitters
Fatty acids
Vitamins and minerals
Neurotransmitter support
Sleep support
Eye/Vision support
Cognition support: Andropgraphis paniculta
LOTS OF WATER!
Supplements​:
Zinc
Magnesium
Vitamin B12
Vitamin D
Arjuma
Amla
Brami
Boerhavia
Guggul
Bergamot
Lemon
Lemongrass
Cypress

Chamomile
Other​:
Dyslexia EO’s- peppermint, ginger, lavender, and lemon ​essential​ ​oils​. ​Essential​ ​oils​ are
inhaled through an infuser (1 hour, 3 X a day) or diluted in a carrier ​oil​ before being applied
topically.
Brain Power (YL): essential oils high in sesquiterpenes—including Sacred Sandalwood, Blue
Cypress, and Frankincense
Myrrh
Cedarwood
Ashwagandha
Rajat Bhasma
Kappa Massage Oil
●
Dopamine Supplements: ​foods rich in Tyrosine. In order to make dopamine, your body
needs tyrosine which can be found in almonds, bananas, avocados, eggs, beans, fish,
and chicken. Probiotics.
Chapter 8
PYAM DAILY
Speaking of the “whole child”-heard and love this quote, “prayer is talking to God, meditation is
listening [seeing] to God”! Try out mediation for your child with a learning difference. They could
hear positive, loving messages from God when meditating!! “If you are anxious, you are living in
the future. If you are depressed you are living in the past. If you are at peace, you are living in
the present. If you are in the present and nervous, you are needing to connect and give up
control. You have to want to release, heal, and lose control to gain connection.” I was diagnosed
with “Central Auditory Processing Disorder'' in 1983. We referred to it as a Learning Disability; at
least, this is how I remember my mom saying it to other people. I went to numerous private
schools in New Orleans, LA (of the ones I actually could “get into''). You think teachers
nowadays don't know about how to help learning differences; just think about 40 some odd

years ago. I struggled to say the least not only academically but socially/emotionally, spiritually,
and every domain of child development. Kids were not forgiving or kind to my slow nature of
learning and my reading/spelling. I was very frustrated, mad and upset, and so were my
teachers. Don’t get me wrong, I had some caring teachers; but even then, they didn’t know how
to help. As I retrained my brain (the rewiring activities for self-directed neuroplasticity-discussed
below to learn in my upper 30’s, there was one component missing which were my true feelings
and God-soul connection). I wasn’t frustrated, mad and upset; but actually I was ​Angry and
Ashamed​ due to abandonment and disparagement to those I “looked up to”, by the people that
trusted and were supposed to be helping and teaching me. Disparagement is a low-opinion of
some else’s thoughts, feelings, and ideas (again the biggest soul offense that someone does
and others allows). I had a Parasympathetic Functional System Dominance. This is why I wish
teachers, my parents and others could have understood me and my strengths…​Read My Story
Here: Brunette-locks and the Three Doors​.
I also touch on the safe and supportive,​ positive​ learning environments, toxicity and other
environmental factors for instance you can view some of the activities and exercises like ​PYAM
DAILY ​(prayer, yoga, affirmations, meditation). In my classes and sessions, I cover the
affirmations of strengths​ [remember to trust your brain and heart and mind: I am smart, I can
do this, I am love]. A neurodifference can be perceived as having “gifts'' such as: We are highly
intelligent and have the ability to use tools and strategies to compensate for struggles to read,
write, or spell. We may excel at thinking of “outside the box” solutions, seeing a problem from
many different sides, and spatial relationships along with the ability to think in 3 dimensions. We
often have intuitive and insightful, well-developed social awareness and emotions (EQ) while
possessing a lexicon of words to help with the synonymous “whys of dyslexia”. We also have
deep and holistic list-form thinking, problem solving and building/constructing abilities, computer
skills and gaming strategies. Lastly, we seek out endeavors of creative, imaginative, visual,
artistic and visionary skills, inventing and innovating pursuits.
Prayer
“Each day, set yourself the task of deliberately withdrawing your attention
from the objective world and of focusing it subjectively. ​The day you achieve
control of the movements of your attention in the subjective world, you are master
of your fate.Our imagination, Neville Goddard taught, is the God-seed and Christ in
you is your imagination: He saw literal and final truth in Psalm 82:6, “Ye are gods.””
https://www.harvbishop.com/neville-goddard-a-cosmic-philospher/?fbclid=IwAR2y-S
xj-4V1eox3ZjD-ch7LjTpL_EnUlBBeSyEWD4Elv2CQNJA6Yza8VTU
When have you asked your child, what positive did you have today?
Where is your focus of attention as being important?
Where is our children’s focus and attention?
Is our focus on being important enough on our own body, mind, and spirit?

In today’s time, is our attention to God and His Word?
Is your focus mainly positivity in attitude and thoughts?
How do you perceive yourself? How do you think others perceive you?
If you have anger, you can have hyperarousal and become frustrated, reactive, impulsive,
irritable, anxious, etc. and if you have shame, you can have hypoarousal and become “shut
down”, sluggish, needy, weepy, avoidant, etc.. You could have these responses normally! This
is why it would be important to practice along with PYAM them (Prayer, Yoga, Affirmations and
Meditation)!! Also, ask me below about the complete adult ELBERT program!! If you know
someone with a learning difference and or stress responses, I’d say focus on releasing anger
and strength and shame and replace it with empathy. Note: The prayer includes meditation and
the yoga includes affirmation.
Goddard Prayer Cont.:
I AM is the self-definition of the absolute, the foundation on which everything rests. I AM is the
first cause-substance. I AM is the self-definition of God.
I AM hath sent me unto you. [Exodus 3:14]
I AM THAT I AM. [Exodus 3:14]
Be still and know that I AM God. [Psalm 46:10]
I AM is a feeling of permanent awareness. The very center of consciousness is the feeling of I
AM. I may forget who I am, where I am, what I am, but I cannot forget that I AM. The awareness
of being remains, regardless of the degree of forgetfulness of who, where and what I am.
(@freeneville)​ ​http://nevillegoddardpdf.com/free-books-and-lectures/power-of-awareness-free/

via pinterest-Pinky Finger Prayer

RAS YOGA
Yoga Positions (see below) hold for 7 seconds with each Intention (alternate high/low and
left/right)
Low Positions-Center (Chi= ​Peace, Joy, and Bliss ​), Right (Breath-in=Empathy,
Breath-out=Shame) & Left (Breath-in=Strength, Breath-out=Anger)
High Positions- Center (Chi= ​Peace, Joy, and Bliss)​, Right (Breath-in=Compassion,
Breath-out=Grief) & Left (Breath-in=Courage, Breath-out=Hatred)
●
●
●
●
●
●
●
●
●
I AM…​9 position below) Peace, Joy & Bliss​* chi​ (center)
8 position below) Empathy​ (right)
10 position below) Strength
7 position below) Compassion ​(right)
11 position below) Courage
6 position below) Grace ​(right)
12 position below) Mercy
5 position below) Glory ​(right)
13 position below) Victory

Timer 3 min Each
●
●
●
●
●
●
●
I HAVE…​4 position below) Divine Purity* chi
14 position below) Blamelessness*chi
3 position below) Divine Revelation*chi
15 position below) Divine Transmutation*chi
2 position below) Divine Power ​(right)
16 position below) Divine Salvation
1 position below) Divine Unity (Harmony)*chi
Chapter 9
​ELBERT:​ ​EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING
COMPLETE EVALUATION. ​In this chapter you will be provided the complete ELBERT
Evaluation based on my original 2018 article: ​https://link.medium.com/t7ihaLLvicb​.
tcooktutor, dyslaxiahelp; @help_dyslexia @tcook2017
​ Website: ​https://myelbert.com
ELBERT:​ ​EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
You need to ​observe the student’s sensory acute response to stress and interview teachers the
child, and parents, observe input/output of motor, verbal, and written behaviors in response to a
literacy activity such as a phonics inventory, word- sound knowledge, phonological awareness
exercises, and working memory activities along with the student’s interest survey and overall
behaviors based on executive, somatic and autonomic functioning. My program is named
ELBERT based on ​see in store is based off my book:​ HERE​ ​and includes the important help
for the triune brain which includes the following: ​Brainstem-​ I have a fight, flight and freeze
sympathetic/parasympathetic observational checklist; ​Midbrain-​ a screening for vestibular,
proprioceptive, somatic issues, along with speech/language development, auditory and visual
processing; ​Limbic-​ My lesson plan template that includes the 4 F’s: Facts, Forms/Functions,

Feelings & Future along with a progress monitoring tool; ​Cordial-​ holistic, alternative
suggestions for taking care of the whole child’s individual, dynamic needs. Lastly, my program,
E​LBERT, includes a self-guided literacy intervention program, along with other coaching
through a course on understanding Dyslexia and consulting (first one Free)!
With Much Sincerity,
​Patricia Cook, M. Ed., Reading Specialist,
Dyslexia Interventionist & Montessorian; MEd., RSP, AOG;
https://linktr.ee/tcooktutor
DISCLAIMER: This communication may contain privileged and/or confidential information. It is intended
solely for the use of the addressee. If you are not the intended recipient, you are strictly prohibited
from disclosing, copying, distributing or using any of this information. If you received this communication
in error, please contact the sender immediately and destroy the material in its entirety, whether
electronic or hard copy. ​This evaluation, program, and suggestions are not to be substituted for
professional Medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor.
Observational Notes: ​Acute Initial Response to Stress in a Learning Environment Checklist
Date:

Student:
DOB:
Observer:
Interview and take observational notes of the child, parents and teachers if possible on their
learning learning and/or environment.
Sympathetic- is a fight​-or-​flight​ response
which is a physiological reaction.
Angry- dominate, fight/flight (flee),
hyperarousal
P​arasympathetic-​ is a freeze response in
the nervous system acts like a brake.
Shame- freeze (collapse) and digesthypoarousal
aggressive
defensive
reactive
impulsive
name-calling
hitting/violence
irritability
feeling stuck “shut down”
numbing
self-centered
withdrawing
isolating
being needy
crying
anxiety
poor focus
sleep problems
LT memory problems
paranoia
ruminating
avoidant
afraid of new things
ST memory problems
inattention- “day dreaming”
Hypersensitive - sound
Hyperactive
Hyposensitive - things in hands
Hypoactive
Interesting enough- can be both (more common) especially if Total Functional
System Dominance
Hyperarousal- most of the above which is
Sympathetic Functional System
Hypoarousal- most of the above which
is ​Parasympathetic Functional System

Dominance
Dominance
Questionnaire:
Self-regulation:
Is s/he frequently irritable?
Does s/he overreact to small problems?
Does s/he have intense, angry outbursts?
Does s/he have outbursts for little or no apparent reason? (specify situations in which
outbursts occur)?
Attention and Executive Function:
Is s/he easily distractible; does he act without thinking?
Is s/he restless, not able to sit still; is he overly active?
Does s/he have difficulty initiating or finishing tasks such as homework?
Does s/he have difficulty finding things in his/her room or desk?
Is his/her written work poorly organized, does s/he have difficulty planning ahead?
Does s/he forget to hand in homework?
Oppositional and Aggressive behavior:
Is your child destructive to toys or other objects?
Does s/he say “no” or refuse to comply when asked to do something?

Does your child regularly argue with you (parents), teachers?
Does s/he tease or bully another child? Has s/he been teased or bullied?
Is s/he aggressive with siblings, peers or adults, e.g., hits or pushes?
Does s/he swear, call names or make threats?
Anxiety:
Do you think your child worries more than other children?
What does s/he worry about?
Does s/he ever have problems falling asleep because she is worrying about something,
can’t turn his/her mind off?
Does your child have many fears?
Is s/he easily scared?
Can s/he be easily comforted by reassurance?
Depression:
What is your child’s mood like most of the time?
Is s/he often unhappy, sad or tearful?
Does your child’s mood change abruptly for no apparent reason?

Have you noticed a change in his/her interest in things s/he used to enjoy?
Have you noticed a change in his/her energy or activity level?
Is s/he more quiet than usual?
Have you noticed a change in his/her sleep patterns or appetite?
Disclaimer: These checklists and questionnaires are not to be substituted for
professional Medical advice. These are the opinions of Tricia Cook and should not
be used to diagnose or prescribe. Tricia is not a doctor.
By The Research Autism Group or online
https://researchautism.org/wp-content/uploads/2016/11/An_Educators_Guide_to_Asp
erger_Syndrome.pdf [Accessed 16 Dec. 2019].

Cook’s Initial Multiple Intelligences in Testing and Assessment
Gardner groups student capabilities into eight broad categories ​(each student's
unique learning style is a combination of these intelligence):
●
●
●
●
●
●
●
●
Logical/mathematical​ (uses numbers effectively)
Visual/spatial​ (is artistically or spatially perceptive)
Bodily/kinesthetic​ (excels at tasks that require physical movement)
Musical​ (perceives and/or expresses musical forms and patterns)
Linguistic​ (uses words effectively)
Interpersonal​ (responds well to others)
Intrapersonal​ (is reflective and inner-directed)
Naturalist​ (makes distinctions in the natural world)
Linguistic
●
●
●
Ask students to write in a journal regularly.
Give oral exams and/or essay tests.
Emphasize creative writing – have students write poems, plays, and stories.
Logical/Mathematical
●
●
Assign science labs and experiments.
Have students complete logic problems and games.
Bodily/Kinesthetic
●
Challenge students to write and perform plays.

●
Have students build models or use other hands-on techniques to show what they
learned.
Visual/Spatial
●
●
●
Invite students to create collages, murals, and posters.
Encourage students to illustrate their ideas using maps, charts, and graphs.
Help students use school equipment to make a video or slide show.
Interpersonal
●
●
Stage a classroom debate.
Have students work collaboratively to brainstorm and prepare a project.
Intrapersonal
●
●
Ask students to identify their own academic strengths and weaknesses.
Have students think of personal goals and give progress reports.
Musical
●
●
Challenge students to identify and explain patterns in music or poetry.
Ask students to write new lyrics to familiar melodies or to compose a new song.
Naturalist
●
●
Ask students to keep environmental journals and to share their observations.
Invite students to lead classmates on a nature walk to point out interesting plants
and animals they found during independent study.
01. __ Highly developed auditory skill
02. __ Enjoy using computers
03. __ Have a good memory for names, places, dates, or trivia
04. __ Think in images and pictures

05. __ Remember melodies of songs
06. __ Spend free time engaged in art activities
07. __ Like to write
08. __ Ask questions like “where does the universe end?”, “when did time
begin?”
09. __ Process knowledge through bodily sensations
10. __ Tell when a musical note is off-key
11. __ Report clear visual images when thinking about something
12. __ Have a deep awareness of inner feelings, dreams, and ideas
13. __ Understand people
14. __ Have a lot of friends
15. __ React with strong opinions when controversial topics are being
discussed
16. __ Spin tall tales or tell jokes and stories
17. __ Enjoy reading books in spare time
18. __ Explore patterns, categories and relationships and abstract forms
of logical thinking
19. __ Play a musical instrument
20. __ Move, twitch, tap, or fidget while sitting in a chair
21. __ Sensitive to non-verbal sounds in the environment
22. __ Compute arithmetic problems quickly in head

23. __ Spell words accurately and easily
24. __ Play chess, checkers, or other strategy games, and win
25. __ Reason things out logically and clearly
26. __ Easily read charts, maps, and diagrams
27.__ Engage in physical activities such as swimming, hiking, biking,
skateboarding, etc.
28.__ Socialize a great deal at school or around the neighborhood
29.__ Organize, communicate with, and sometimes manipulate others
30.__ Seem to live in your own private, inner world
31.__ Learn best by relating and cooperating
32.__ Need to touch people when you talk to them
33.__ Enjoy scary amusement rides
34.__ Devise experiments to test out things you don’t understand
35.__ Appreciate nonsense rhymes and tongue twisters
36.__ Enjoy working on logical puzzles such as Rubik’s Cube
37.__ Like doing crossword puzzles or playing games such as Scrabble or
Anagrams
38.__ Draw accurate representations of people or things
39.__ Need to have music on in order to study
40.__ Collect records or tapes
41.__ Like movies, slides or photographs when learning new concepts

42.__ Demonstrate skill in crafts like woodworking, carving, or sewing
43.__ Like to be alone to pursue personal interest, hobby, or project
44.__ Appears to possess a deep sense of self-confidence
45.__ Get involved in after-school group activities
46.__ March to the beat of a different drummer in style of dress,
behavior, and general attitude
47.__ Enjoy playing group games
48.__ Motivate self to do well on independent study projects
49.__ Cleverly mimic other people’s gestures, mannerisms, or behaviors
50.__ Enjoy doing jigsaw puzzles or mazes
51.__ Sing songs to self
52.__ Daydream a lot
53.__ Need opportunities to learn by moving or acting things out
54.__ Keep time rhythmically to music
55.__ Possess intuitive ability
56.__ Have a lot of empathy for the feelings of others
Notes:

By Pearson Education Development Group, Sam Blackman or ONLINE:
http://literacynet.org/mi/assessment/findyourstrengths.html
Although Howard Gardner's theory of multiple intelligences (MI) is over a decade old,
teachers are still trying to find the best way to use this theory to assess students with
different styles of learning and varied academic strengths. Multiple Intelligences shape
the way students understand, process, and use information.
Disclaimer: These checklists and questionnaires are not to be substituted for
professional Medical advice. These are the opinions of Tricia Cook and should not
be used to diagnose or prescribe. Tricia is not a doctor.

Date:
Student:
DOB:
Observer:

READING & LEARNING INTEREST SURVEY
Feelings Chart Proved by ​www.raisingboysandgirls.come

Notes:
Do you like
reading?
What do you
like to read?
Do you like to
write?
Had to happe
Math?
How do you
feel you learn
best?
Had tHad to
happeno
happen
1) Alphabetics- Phoneme Sounds. ​Student points and gives letter name and then letter sound.
Screener has a copy and writes down specific answers for students. ​See Appendix Cont. for
Student Prompt
Aa Bb Cc Dd
Ee Ff Gg Hh
Ii Jj Kk Ll
Mm Nn Oo Pp
Qq Rr Ss Tt

Uu Vv Ww Xx
Yy Zz OTHER:
Notes:
2) ​Spelling Inventory. ​Read phonetic and sight words (back and forth) to have the student spell onto
black T-chart. Check phoneme sounds above to the nonsense word spelled out by the student. ​See
Appendix Cont. for Student Prompt.
Phonetic Words Students Sample Sight Words Students Sample
cap
Log
Hut
Ten
Sip
Plan
Crum
step
gate
wide
Chat
Ship
Spun
Thin
duck
stale
smile
scrap
stroke
pitch
shrine
a
of
on
do
the
and
any
you
are
all
with
from
what
were
other
your
said
would
which
about
before

Phonics Inventory- missed spelled words above...work samples
Scope and sequence
Needs all phonemes to mastery
-Consonants Review: Notes:
-Vowels/Long Vowels Review: Notes:
-Blends Review: Notes:
-Digraphs Review: Notes:
-Phonograms- Diphthongs, Special
Vowels including r-controlled
Review:
Notes:
-Rules Review: Notes:
Visual Processing
Transpositions-
Samples:
Notes:
Cpa
Reversals-
C@P or Capitals
Closure Issues:
a, o’s, etc. don’t
meet up/
front/back tail
Picture Find
(confusingincomplete,

differences,
Spacing off H &
V)
Descr.: blurry,
jumping, flying,
skipping lines
Position
Frequently
(percentage=
total
characteristics/
total letters
spelled)
Total percentage %:
.
Date:
Student:
DOB:
Observer:
Auditory
Processing
Omissions: (words
ex. below)
Deletions- cp
Sample:
Notes (note which position:
beginning, middle, end):
Additions- caop
Substitutions- cip
Repetitions- caap

Include PA-
Language/
Listening,
Alliteration,
Assonance, & Rime
(see below). Also,
ask about sensitivity
to loud noise,
muffled sounds
when in a crowd for
CAPD).
.
4) ​Phonological Awareness. ​Take the same misspelled phonetic and sight
words from above to check the student's phonological awareness.
Words
What is
__________
_ (First,
Middle,
Last) Sound
You Hear?
Give me
another
word with
same first
sound. How
many
syllables
does that
word have?
Give me
another
word that
rhymes
with_______
. How many
syllables
does that
word have?
Take away
the
/ / sound
and what do
you get?
Now, take
away the
/ / sound
and what do
you get?
PA Continuum: mark on continuum ​below/above
1) 2 Step Directions (above):
2) Rhyming
3) Alliteration
4) Syllables

Notes:
Dysgraphia-
Proprioception
Finger Tapping
Speed (see notes)
Spacing off
Tight/Loose Grip-
Dark/Light
Organization
Splitting & Drawing
of Letters
Sample:
[>50% see above] Notes:
Writing Sample
(paragraph of
interest)
Sample:
Writing Prompt ex:
Tell me about your

last trip to the
store?
Specific Language
Impairment
Endings of
Conjugations
(endings, -s,-es)
Sample:
Nouns/Verbs usage
Adj./Adv. usage
Overall Lang.
Development

(#sounds-production
/r,s,w,etc/words,
age)
Notes:
Sound- Word Knowledge Inventory​- student reads and answers the
questions
Words (missed above): How many letters? How many sounds?
Notes:

Disclaimer: These checklists and questionnaires are not to be
substituted for professional Medical advice. These are the
opinions of Tricia Cook and should not be used to diagnose or
prescribe. Tricia is not a doctor.
Visual Processing Improvement: from the computer, the child read and spells out-loud, teacher makes
comparison amongst color, font, size, and presentation. Note: Comic Sans Font and 11- 30 pt.,
avoiding black/white, mixture of high-frequency, sight and phonetic words, and spacing. Can you use
it for reading then spelling those missed (see list below- to check visual processing).
Date:
Student:
DOB:
Observer:
Pre-primer ​(30)
a
Pl
ay
all

out
Af
ter
Total ___/5
once
always
right
Ab
out
never
Total
__/5
Pl
ease
again
open
A
round

sing
Total ____ /5
are
Pret
ty
an
over
Be
Total
cause
____/5
Primer​ (12)
own // big

said // at
ran // any
put // been
sleep // carry
Total ____ /5
First​ (18)
see // ate // ride
as // round // before
tell // clean // seven (STOPPED HERE)
can // the // be
ask // some // best
Total
____/5
Second
come three black say by stop
both these done show down to
brown she could take buy those
draw six find two but so every
thank call upon drink small for up
Total
_____/5

then does use fall ten go where
do there give think don't very
far today help yellow eat they
going walk fast wash full
together here you four this had
Total
_____/5

Notes:
Disclaimer: These checklists and questionnaires are not to be substituted for
professional Medical advice. These are the opinions of Tricia Cook and should not
be used to diagnose or prescribe. Tricia is not a doctor.
Running Record. ​The observational checklist is exactly as it states the grade level of the child.
Observations of dyslexia characteristics to be shared with families. They make the decision for further
diagnosis. Choose reading sample from their instruction reading level:
Date:
Student:
DOB:
Observer:
Notes:
Sample:

Errors,
Self-correc
tions,
deletions,
substitutio
ns,
additions,
etc..
Disclaimer: These checklists and questionnaires are not to be
substituted for professional Medical advice. These are the opinions of
Tricia Cook and should not be used to diagnose or prescribe. Tricia is
not a doctor.
Results of Screening
Observational Checklist. ​The observational checklist is exactly as it states. Observations of dyslexia
characteristics to be shared with families. ​They can then make the decision for further diagnosis.
Auditory Processing
Summary
Visual Processing

50 % ​Position Frequencies Average
(usually in the middle)
Ex. Omissions:
Deletions:
>50 % ​Position Frequencies
Average
Ex.
Transposals:
Additions:
Reversals:
Substitutions:
Other (Circle):
squinting eyes
headaches
skips lines
squishes letters,
words, sentences
(writing sample)
see words (circle):
floating
flying
jumping
Repetitions:
Notes:
Other (Circle):
better at sight words (see
spelling inventory)
weaker in phonological
awareness (see PA
continuum)
personality-right- brain
dominant (circle):
“outside of box” thinker’
sensitive, holistic
creative, imaginative
dramatic

Position Frequencies
Average (position
frequencies
percentage average)
Words Phrases Sentences
Highlight Which Applies To Student:
Stealth/Mild Moderate Severe
Does some of the
characteristics in some of the
positions (below 50%) Plus.
may see phonological
awareness deficiency (see chart
below) or visual processing.
Does about ½ the
characteristics in ⅔ of the
positions (above 50%). Will
see a phonological awareness
deficiency (see chart below) or
visual processing.
Does everyone of the
Characteristics in every
position (above 75%). Plus,
will see a phonological
awareness deficiency (see chart
below) or visual processing.
Stealth​: eccentric and
overcompensates
Highlight Which Applies To Student:
Beginning Early Intermediate/
Advanced
Notes:
phase: “Sound Level”
Sounds in Isolation
(also Words for
encoding/decoding
offered in program)
”I Read/Write”
phase: “Word Level”
Words in Isolation
Choral, Echo Read,
Cloze Read on
Instructional Level
Trade Books
”We Read/Write”
phase:“Phrases &
Sentences Level”
Independent Reading
”You Read/Write”
FINAL NOTES (see appendix for help)
RESOURCES (Dyslexia Help Resources​):

THOUGHTS (Observational Notes):
FEELINGS (​Holistic ​Alternatives for Learning Differences)
IDEAS (Recommendations and Accommodations):
Disclaimer: These checklists, resources, recommendations, questionnaires, etc.
are not to be substituted for professional Medical advice. These are the opinions
of Tricia Cook and should not be used to diagnose or prescribe. Tricia is not a
doctor.
Appendix

​E​LBERT ​Dyslexia Help Resources​ ​(Cook, T. 2020)
Introduction:
https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vs-dsyeidetic-visualdyslexia/#.X4813-1OlrQ
https://lookingtohealourownlearningdifference.org/2020/11/12/dyslexia-help-recommendations-accom
modations/
Cursive:​ ​https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-cursive/
Math:
https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-math-word-problems-bas
ed-on-real-world-needs-and-desired-solutions/
Building Fluency:
https://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-building-fluency
Grammar:
https://lookingtohealourownlearningdifference.org/2020/10/30/dyslexia-help-grammar-made-with-colo
r-shape-size-dimension/
Writing:
https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-writing-looking-to-help-o
ur-very-own-learning-difference/
Working Memory:
https://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-looking-to-heal-our-own-l
earning-difference-by-developing-working-memory-of-sound-word-knowledge-processing/
Sight Words:
https://lookingtohealourownlearningdifference.org/2020/10/15/favor-helping-those-with-a-learning-diff
erence-enjoy-learning-again/
Pg. 10 Universal Emotions:
https://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-into-the-em
otions-of-learning/​;
https://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-universal-e

motions-further/​;
https://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-universal-e
motions-of-learning-a-step-further-cook-t-2020/
To Learn more about the nature and nurture go here:​ ​I just published Nurture Their Own Nature:
Helping Those With A Neurodifference Enjoy Learning Again (Cook, T., 2020) (short version)
https://link.medium.com/QCu1Cz5S9bb​; (longer version)​ ​https://link.medium.com/eZNM4y9R9bb
Fluidity and Comprehension:
https://lookingtohealourownlearningdifference.org/2020/08/27/ctrl-f-search-linking-words/
Spelling:
https://lookingtohealourownlearningdifference.org/2020/08/26/free-morphology-for-spelling-matrices/
Comprehension, Vocabulary, and English:
https://lookingtohealourownlearningdifference.org/2020/08/26/cooks-reading-strategy-summary/
Phonics:
https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-cook-t-2020/
Phonics II:
https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-ii-cook-t-2020/
Technology: ​Helping Parents, Teachers, and Tutors On Using Technology
ADHD: ​Reading Effects of ADHD
More Information:​ www.myelbert.com
​E​LBERT Holistic ​Alternatives for Learning Differences
Disclaimer: These suggestions are not to be substituted for professional Medical advice.
These are the opinions of Tricia Cook and should not be used to diagnose or prescribe. Tricia

is not a doctor.
Environment: Calm, simple, safe, inviting, neutral/natural (secure)
Physical-
Vestibular,
Somatosensory &
Proprioception
Systems
Cognitive-
Visual, Auditory
Systems and
Specific Language
Impairments
(see on FB page
Dyslexia HELP)
Social/Emotional-
Olfactory System &
Gustatory System
(People oriented,
anxiety, ocd,
depression)
Other: Spiritual
Skills:
Coordination (Nero
and body)
-Exercises:
Densisitize to
tactile stimuli,
avoid
multitasking and
sensory overload
along with
attention/listening
training. All in 15
min increments.
-Crossing-Midline
exercises: cross
crawls
(floor/standing)
-Outlets: (Gross
Motor) park,
playground &
nature,
yoga: ​Yoga
International.org
(app...website),
karate, dance,
sports
GOOGLE:
Montessori’s Walk
Skills:
Concentration,
Higher-order
thinking, such as
analyzes and
evaluation
-I just published my
Dyslexia Help
(Cook, 2020) for
parents, tutors, and
teachers
information:
https://lookingtohea
lourownlearningdiff
erence.org/author/tc
ookedu/​ (scroll to
what your child
needs- I hope it
helps!!)
-Learning Styles
Google: Howard
Gardner Multiple
Intelligences-
Literacynet.org,
https://www.institut
e4learning.com/reso
urces/
(*my programs)
Skills: Confidence,
Character Development ​ 1
My very own Empathy
and Strength Training for
Kids. Please ask me
about this training for
kids.
-Social Stories
https://carolgraysocialstor
ies.com/social-stories/
-Positive Disciple (Jane
Nelsen)
https://www.positivedisci
pline.com/dr-jane-nelsen
& Conscious Discipline
(Dr. Becky Bailey)
https://consciousdisciplin
e.com/free-resources/disc
ipline-tips/
-Volunteering
Opportunities and
Empathy Training
https://mcc.gse.harvard.e
du/resources-for-educator
s/how-build-empathy-stre
ngthen-school-communit
y
-Cooperative,
Skills:
Connection, Caring,
Cooperation
-CMC Program:
Facts
Forms/Functions
Feelings
Future
Outlets:
● Sa, Ta, Na, Ma
Meditation on
Soundcloud
(see pic. below for
Meditation pose)
● BRAIN SYNC
app. by Kelly
Howell,
● Alternating
Breathing
Techniques
● Yoga (Yoga
International),
● Tai Chi (7 min.
Chi),
● Small Group Bible
Study, Drum
Circle.
● Montessori- taking
care of nature
activities: watering
1
​Copyright © 2019 Tricia Cook
All rights reserved by author.
Permission to copy for classroom use only.
Electronic distribution limited to classroom use only.

the Line
(Fine Motor)
-Rake/sand,
sewing, weaving,
cutting with
scissors, and
knitting
-APD/VPD
Accommodation
such as systematic,
multi-sensory
instruction
(understood.org)
and -Integrative
Learning Strategies
(ilslearningcenters.
org). See lesson
plan below.
Academic:
Montessori &
matching activities!
bell, fabric, bead
frame, picture to
picture, picture to
sound, picture to
word
Professionals-
OT

vegetables,
avoid heavy or
“brain foggy”
foods: gluten,
sugar,etc. (Yoga
International)
Do positions for release of
acute stressors above:
1, 3 (shame/empathy),
(anger/strength)
2 Joy, bliss and peace
5,4 courage/ hate and
grief/compassion
7 (no fear-authentic self
uncondtional love)
Resource:
https://tcookedu.blog/2020/09/25/3-domains-in-healing-learning-differences/

Sleep
Diet

Disclaimer: These checklists, ​training's ​and questionnaires are
not to be substituted for professional Medical advice. These
are the opinions of Tricia Cook and should not be used to
diagnose or prescribe. Tricia is not a doctor.

E​LBERT ​Example Observational Notes
Visual
●
●
●
●
●
●
●
●
●
runs letters into
each other
vertically and
horizontally
words-“jumpm
ove, skip, fly or
described as
blurry”
gets headaches
when reading
“o” and “a”
never meet up
tends to be
left-handed and
better at math
problem with
visual-spatial
reasoning
tends to have
weaker
fine-motor
coordination
along with
evaluative
focus problems
appears like
ADHD
Has problems
visually
knowing p, q,
b, d (reversals)
Visual Processing
Disorder (VPD)
Irlen S. (Color)
Convergence (Focus)
(refer to a Behavioral
or Developmental
Optometrist, Irlen
Specialist)
Accommodations:
Tech support- VIA
Dragon Dictation
Light Detector
Color ID
TapTapSee
Be My Eyes
SayText
AccessNote
Visual Brailer
https://www.understood
.org/en/school-learning/
assistive-technology/fin
ding-an-assistive-techn
ology/free-assistive-tec
Balanced: ​whole
language/ phonics
Intervention
Need: Do brain
balancing on the right
(interpreted through the
left-brain)
Initial Sense Goal:
Develop the auditory
(strength) sense with
listening exercises.
-Listening & Language
games, echo-box,
telephone, differentiate
sounds.
Working Memory
Goal:​ harness the
auditory (strength)
which is the verbal
working memory.
-Develop the
visual-spatial memory
and activate working
memory in the form of
language: by color,
shape by picking them
out in a picture that has
a busy background,
partially shaped picture
or barely visible.
Long Term Memory
Goal:

(always work on first if
existing with dyslexia)
hnology-tools-on-the-w
eb
* color/tinted overlays,
computer, tracking card
when reading, different
fonts with colored
paper, and markers
(avoid black/white.)
See Overall
Recommendations
and Accommodations
below
-differentiate size,
color, shape in objects
that have minimal
differences. Have
students focus on small
details.
- I’d also suggest color
overlays of correct
color/tint, computer,
large 30pt., Comic Sana
Font, tracking card
when reading, different
fonts with colored
paper, visualizing the
shape of the letter- also
words into: ​ScHoOl.
SEE Starting on Page
16​ ​for more activities
and
recommendations.
Disclaimer: These checklists, ​training's ​and questionnaires are not to be
substituted for professional Medical advice. These are the opinions of Tricia
Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.

2
E​LBERT ​Example Recommendations and Accommodations
Specific Language
Impairment
Auditory/Visual
Processing/Both
Pronociceptive/
Vestibular/Somatosensor
y
Other
Recommendation:
Accomodation:
Recommendation:
Visual​- A behavioral or
developmental
optometrist who, after
ruling out physical
issues, can provide
something called​ ​vision
therapy​. This approach
involves a variety of
exercises using devices
like prisms and lenses.
Also,
https://irlen.com/get-tes
ted/
Accommodations:
Visual- *Use of his
own laptop computer
Recommendation:
Professionals- OT

for taking notes during
class. Tech Support-
SpellCity
The Writing Machine
iWrite Words
Say Text
Alpha Writer
ABC Pocket Phonics
Letter School
Word Magic
Sequence for Autism
Words on Wheels
Seating where he learns
best. This could be near
the teacher’s desk or
away from the
distraction of doors and
windows.
In-class​ ​tools to reduce
fidgeting​. Your child
could hold a squeeze
ball. Or his teacher
might wrap your child’s
chair legs with a latex
resistance band for him
to kick. (Learn more
ways to make a
low-cost sensory chair​.)
Frequent eye contact
from your child’s
teacher, to keep him
engaged.
A cue to quietly keep
your child on task. This
could be a touch on the
shoulder or a sticky
note placed on his desk.
A master notebook for
all subjects, to help stay
organized.
for writing​ to add more
AT tools.
Mobile devices also have
built-in AT​. You can add
more writing tools to
mobile devices with apps.
https://www.understood.or
g/en/school-learning/assist
ive-technology/finding-anassistive-technology/free-a
ssistive-technology-tools-o
n-the-web
These have built-in AT
options, too. You can add
Chrome apps and
extensions​ for more ways
to help with writing.
https://www.understood.or
g/en/learning-attention-iss
ues/treatments-approaches
/treatment-options/treatme
nt-options-for-dysgraphia
Accomodations:
Provide​ ​pencil grips​ or
different types of pens or
pencils to see what works
best for the student.
Allow the student to use
an audio recorder or a
laptop in class.
Provide paper with
different-colored (red
yellow or blue usually) or
raised lines to help form
letters in the right space.
Provide graph paper (or
lined paper to be used
sideways) to help line up
math and handwriting.
In-class​ ​tools to
reduce fidgeting​.
Your child could
hold a squeeze ball.
Or his teacher might
wrap your child’s
chair legs with a
latex resistance band
for him to kick.
(Learn more​ ​ways to
make a low-cost
sensory chair​.)
A quiet area for test
taking and studying.
Frequent eye contact
from your child’s
teacher, to keep him
engaged.
A cue to quietly
keep your child on
task. This could be a
touch on the
shoulder or a sticky
note placed on his
desk.
A master notebook
for all subjects, to
help stay organized.
A homework
notebook that
teacher and parents
can sign off on daily.
Key points from the
day’s lessons listed
on the board.
Use of his own
laptop computer for

Provide paper assignments
with name, date, title, etc.,
already filled in.
Provide information
needed to start writing
assignments early.
Help the student​ ​break
writing assignments into
steps​.
Provide a rubric and
explain how each step is
graded.
taking notes during
class.
Class notes shared
by another student.
A routine of
checking in with the
teacher after class to
briefly discuss the
lesson.
Give examples of finished
assignments.
Offer alternatives to
written responses, like
giving an oral report.
Adapt test formats to cut
down on handwriting. For
example, use “circle the
answer” or “fill in the
blank” questions.
Grade based on what the
student knows, not on
handwriting or spelling.
Use a scribe or
speech-to-text​ so the
student can dictate test
answers and writing
assignments. (see Tech.
info already mentioned).
Let the student choose to
either print or use
cursive for handwritten
responses. (I CAN help
with CURSIVE)
(I CAN help with Proof)
Physical Academic/Creative Social/Emotional Spiritual

(Gustatory/Olfactory)
Recommendation:
Recommendation:
Recommendation:
Recommendation:
Accomodation:
ART, Karate, Starts an
Empathy Training Club
at School (Leadership)
Accomodation:
Accomodation:
Accomodation:
Provide extended time
on tests.
Provide a quiet room
for tests if needed.
A homework notebook
that teacher and parents
can sign off on daily.
A routine of checking
in with the teacher after
class to briefly discuss
the lesson.
Key points from the
day’s lessons listed on
the board.
Class notes shared by
another student.

A quiet area for test
taking and studying.
Quick “brain breaks” of
crossing-midline after
finishing tasks. He
could take a walk to the
water fountain.
Provide handouts so
there’s less to copy
from the board.
Provide typed copies of
classroom notes or
lesson outlines to help
the student take notes.
Provide extra time to
take notes and copy
material.
Disclaimer: These checklists, ​training's ​and questionnaires are not to be
substituted for professional Medical advice. These are the opinions of Tricia
Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.
E​LBERT ​Example Suggested Instruction and Intervention
Deficiencies- senses
needed for literacy
learning
Possible Deficit Instruction Intervention
Proprioceptive sense
●
runs into
things (also
see vestibular)
Dysgraphia
Tendencies do to
ADHD (different)
Balanced: whole
language/phonics
(see visual and
auditory because
Need: Develop large
gross-motor and fine
motor. Do brain
balancing on the
right

●
●
●
●
light/dark
handwriting
organization
of thought
problem with
sequencing
language
tends to have
weaker
fine-motor
coordination
along with
evaluative
focus
problems
(ADD)
tends to have
dyslexia) I’d choose
balanced with a
heavier than normal
emphasis on phonics)
and left along with
large-gross motor:
hopping, skipping
and jumping with-out
running into
anything! Again,
developing the
gross-motor by
judging distances and
navigating through a
small space. Crossing
the Midline and
throwing ball and
cross-crawl exercises.
Initial Sense Goal:
Develop the auditory
(strength) sense with
listening exercises.
Listening &
Language games,
echo-box, telephone,
differentiating and
locating sounds.
Clapping hands
patterning.
Working Memory
Goal-
Harness the auditory
(strength) which is
the verbal working
memory. Activate the
working memory
with matching and
differentiating using
categorization and
sequencing, language
and listening skills
using fine/gross
motor activities.
Long Term Memory
Goal- cursive,
other fine motor
activities, and
evaluative focus

Visual
●
●
●
●
●
●
runs letters
into each
other
vertically and
horizontally,
words “jump,
skip, fly or
described as
blurry”
gets
headaches
when reading
“o” and “a”
never meet up
tends to be
left-handed
and better at
math
problem with
visual-spatial
reasoning
tends to have
weaker
fine-motor
coordination
along with
evaluative
focus
problems
(ADD)
Irlen S. (Color)
Convergence (Focus)
Surface (Visual)
Dyslexia
Balanced: whole
language/phonics
Need: brain
balancing on the
right (interpreted
through the
left-brain)
ELBERT
Initial Sense Goal:
Develop the auditory
(strength) sense with
listening exercises.
Listening &
Language games,
echo-box, telephone,
differentiate sounds.
Working Memory
Goal-
Harness the auditory
(strength) which is
the verbal working
memory. Develop the
visual-spatial
memory. Activate
working memory in
the form of language:
by color, shape by
picking them out in a
picture that has a
busy background,
partially shaped
picture or barely
visible.
(always work on first
if existing with
dyslexia)
Long Term Memory
Goal- differentiate
size, color, shape in
objects that have
minimal differences.
Have students focus
on small details. I’d
also suggest color
overlays of correct
color/tint, computer,
tracking card when
reading, different
fonts with colored
paper, visualizing the

shape of the letter
Auditory
●
●
●
●
poor with
sound word
knowledge
and
processing
sounds
(especially in
the middle
position-last
to be
processed)
Poor with
Phonological
Awareness
Continuum
due to above
tends to be
right-handed
and tends to
have
dyscalculia
Tends to have
strong
gross-motor
coordination
along with
attention
problems
(ADHD)
(if no
proprioceptiv
e nor
vestibular
deficits)
Dyslexia
Structured ONLY:
strictly phonics based
till passed the sound
word knowledge
phase
(if student has
dysgraphia too, I’d
choose balanced with
a heavier than
normal emphasis on
phonics)
Need: Develop large
motor and fine
motor. Do brain
balancing on the left
(right-brain
dominant)
ELBERT (3 Goals):
Initial Sense Goal:
Develop the visual
(strength) sense with
tactile/visual
exercises. Mystery
bag, touch boards,
different textures.
Working Memory
Goal-
Harness the visual
(strength) which is
the non-verbal
working memory.
Develop the auditory
memory. Listening &
Language games,
echo-box, telephone,
differentiate sounds.
Long Term Memory
Goal- cursive
and attention with
increasing analysis
(break down
strategies)
Need: Sound/Word
Knowledge (what
sounds do you hear),
systematic and
explicit phonics
instruction.
Vestibular Irlen S. (Color) Balanced: whole Need: brain

Convergence (Focus) language/phonics balancing on the
right (interpreted
through the
left-brain)
ELBERT
Initial Sense Goal:
Develop the auditory
(strength) sense with
listening exercises.
Listening &
Language games,
echo-box, telephone,
differentiate sounds.
Working Memory
Goal-
Harness the auditory
(strength) which is
the verbal working
memory. Develop the
visual-spatial
memory. Activate
working memory in
the form of language:
by color, shape
Long Term Memory
Goal- differentiate
size, suggest color
overlays of correct
color/tint, computer,
tracking card when
reading, different
fonts with colored
paper, visualizing the
shape of the letter

Cook’s Initial Aspergers, Autism and
Gifted/Talented Checklist & Questionnaire
What are some symptoms of Aspergers that parents and caregivers can look for ?
❏ Tendency to speak bluntly without regard for impact of words on other
❏ Lack of understanding of social cues and subtleties
Literal interpretation of others’ words
Difficulty engaging in reciprocal conversation
❏
​Universal application of social rules to all situations
Focus on single topic oferest
May not be of interest to others- Communication Challenges
Difficulty understanding social nuances such as sarcasm or metaphor
❏ Echolalia – may repeat last words heard without regard for meaning
❏ Poor judge of personal space – may stand too close to other students
Abnormal inflection and eye contact
Organizational skills
---------------------------
❏ Difficulty interpreting others’ nonverbal communication cues Cognition Challenges

❏ Poor problem-solving
❏ Concrete, literal thinking
☒ Difficulty differentiating relevant and irrelevant information [brain fog]
☒ Obsessive and narrowly defined interests
❏ Difficulty applying learned knowledge and skills ​across​ different situations,
settings, and people
☒ Sensory and Motor Challenges
☒ Over- or under-sensitivity to different sensory stimuli, including pain
❏ Difficulty with fine-motor skills, such as handwriting
What are some symptoms of Autism that parents and caregivers can look for ?
☒ Insistence on sameness in routines (O)
❏ Difficulty in expressing needs verbally, using gestures or pointing instead of
words (C)
❏ Repeating words or phrases in place of normal, responsive language ©
❏ Laughing (and/or crying) for no apparent reason; showing distress for reasons not
apparent to others (S)
❏ Prefers to be alone; aloof manner evident to strangers and family members (S)
❏ Tantrums and low frustration tolerance (S)
❏ Difficulty in initiating social contact with others (S)
❏ Uncomfortable with physical contact even when given with affection such as a hug
(S)
❏ Little or no eye contact even when spoken to directly (S)
❏ Unresponsive to normal teaching methods (S)
❏ Plays with toys as objects (example bangs a toy car as a block rather than as a
moving vehicle) (S)
❏ Focus on spinning objects such as a fan or the propeller of a toy helicopter (O)
❏ Obsessive attachment to particular objects (O)
❏ Apparent over-sensitivity or under-sensitivity to pain (S)
❏ No real fears of danger despite obvious risks of harm. (S)
❏ Noticeable physical over-activity or extreme under-activity (S)
❏ Impaired fine motor and gross motor skills (S)
❏ Non-responsive to verbal instructions; often appears as if child is deaf although
hearing tests in normal range

❏ Does he or she seem to recognize common words such as names of family
members, animals, food, and familiar places when someone is talking directly to
him or her? Recognition may be signaled by excitement, smiling, running to go get
a jacket or some other such behavior.
❏ Does he recognize pictures of common items and will he or she point to them in a
book when asked? ("Where's the ball? Find the ball.")
❏ Does he recognize key words or phrases in overheard conversation and have
expectations built upon having heard those messages? Mom might say to Dad that
she didn't feel like cooking. Maybe he should go to McDonalds.
❏ Does he or she follow familiar directions such as "Go get a diaper."
❏ Does he or she have special, intense, or unusual interests? Does he or she respond
to requests to point to the specific high interest items by name in books, videos,
or the environment? This may include letters of the alphabet, numbers, shapes,
colors, types of dinosaurs, car models, types of plumbing fixtures, and so forth.
❏ Does he or she have an interest in books and songs? How does he or she show an
interest? What are some of his or her favorites books and songs?
❏ When talking to your child, do your sentences need to be kept short and simple in
order to aid his or her comprehension? Can you give examples?
❏ Is comprehension more difficult if there is background noise or if the content is
unfamiliar to your child?
❏ Can his or her attention be directed through words and a pointing gesture? For
example, can you say, “Jacob, look at the sky” and he will follow your point to the
intended object in the sky?
What are early signs of autism?
❏ Lack of or delay in development of spoken language .
❏ Repetitive use of language and/or motor mannerisms (e.g., hand-flapping, twirling
objects).
❏ Little or no eye contact.
❏ Lack of interest in peer relationships.
❏ Lack of spontaneous or make-believe play.
❏ Persistent fixation on parts of objects.
What are some signs of Gifted & Talented that parents and caregivers can look for
?

❏ Have advanced understanding and use of language but sometimes be hesitant as
they search for and use the correct word
❏ Become absorbed for long periods when interested and may be impatient with
interference or abrupt change
❏ Persists in completing activities when motivated
❏ Often set very high personal standards – are perfectionists
❏ more than usually interested in ‘adult’ problems such as important issues in
current aff airs (local and world), evolution, justice, the universe etc
❏ Be concerned to adapt and improve institutions, objects, systems, (e.g. can be
particularly critical of school)be philosophical about everyday problems and
common sense issues
❏ Be perceptive in discussion about people’s motives, needs and frailties daydream
and seem lost in another world
❏ Show sensitivity and react strongly to things causing distress or injustice
❏ Often take a leadership role
❏ Empathise with others and be very understanding and sympathetic
❏ Be confident and competent
❏ Express their own feelings and show sign of emotional intensity
❏ Attribute ideas to others
❏ Be self-effacing reflect on their own performance
❏ Give inventive responses to open-ended questions
❏ Shave a keen sense of humour in the unusual and be quick to appreciate nuances
and hidden meanings
❏ Appreciate verbal puns, cartoons, jokes and often enjoy bizarre humour, satire
and irony
❏ Criticise constructively, even if sometimes argumentatively
❏ Be unwilling to accept authoritarian pronouncements without critical examination
and want to debate and find reasons to justify the why and the wherefore
References:
Researchautism.org. (2019). [online] Available at:
https://researchautism.org/wp-content/uploads/2016/11/An_Educators_Guide_to_Asp
erger_Syndrome.pdf [Accessed 16 Dec. 2019].

Autism-watch.org. (2019). [online] Available at:
https://www.autism-watch.org/general/nimh.pdf [Accessed 16 Dec. 2019].
Autismspeaks.org. (2019). [online] Available at:
https://www.autismspeaks.org/sites/default/files/2018-08/Parents%20Guide%20to%2
0Autism.pdf [Accessed 16 Dec. 2019].
https://www.ohsu.edu/sites/default/files/2019-04/ASD%20DSM-5%20Parent%20Inte
rview%20Final%20%281%29.pdf​ viewed on 12/16/2019.
http://ccea.org.uk/sites/default/files/docs/curriculum/guidelines
general_strategies/sen-gifted_general_checklist.pdf​ viwed on 12/16/2019.
Disclaimer: These checklists, ​training's ​and questionnaires are not to be
substituted for professional Medical advice. These are the opinions of Tricia
Cook and should not be used to diagnose or prescribe. Tricia is not a doctor.
Phonics Inventory
Date:
Student:
DOB:
Observer:

A a B b C c D d
E e F f G g H h
I i J j K k L l
M m N n O o P p
Q q R r S s T t
U u V v W w X x
Y y Z z

Spelling Inventory
Date:
Student:
DOB:
Observer:
Phonetic Words
Sight Words

Writing Sample
Date:
Student:
DOB:
Observer:
Writing Prompt: Tell me about the last time you went shopping?

© ELBERT: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
2020
Summary
Lastly, the RAS (ARAS) is our consciousness and how we make our thoughts, ideas, focuses,
intents, or dreams into reality. It’s again in coordination with our thymus, and pons along with
the soma/alta major chakras for consciousness-awareness of soul, meaning God’s perceptions
and our purpose. Also, I think about where do I have my focus and priorities (God, family and
friends, music/art, the opportunity to be nature, etc.)! Those that get the meaning of life (their
purpose) can then experience all of God miraculous blessings- such as peace, comfort, bliss for
eternity!! The harmony of us ALL having this understanding, and coming back to the meaning of
“The SOUL'' would truly be heaven on earth. In my program, I give the focus and intent of each
activity; but when you, yourself, hears and sees from God- note: your focus as long it’s from

God is always Good (even if it changes from my own personal perspective)!!! Lastly, I believe in
a UNITED EARTH, so I try to represent “the East and the West'' as not being separate- ONE
EARTH. Where Only God can make us “whole”, we are all humans with the same smiles, tears,
sadness, laughter, and neurodifferences. If we ALL focused and found importance in love and
healing, this planet would be even more divinely miraculous (focus on emotional reappraisal).
Therefore, love is the answer to heaven on earth.
“…that you will see the difference between what is important and what is not and choose what is
important; that you will be pure and blameless for the coming of Christ;…” Philippians 1:10 ERV
(Understanding dyslexia)
https://simplebooklet.com/understandingdyslexia
To Learn more on how to help go here (Universal Emotions of a Learning Difference):
https://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-into-th
e-emotions-of-learning/​;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-univer
sal-emotions-further/​;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-univer
sal-emotions-of-learning-a-step-further-cook-t-2020/

Please share this article for anyone who needs help: Looking to Heal Our Own
[Learning] Difference Through Our Very Own DNA: An alternative perspective from
the spirit, soul, and body. Cook, T. (2020). Also, read more here:
https://tcooktutoring.medium.com/nuture-their-own-nature-helping-those-with-a-neu
rodifference-enjoy-learning-again-cook-t-2020-fbd5a19931c1

-Tricia Cook, Link​ ​HERE​; email: tcooktutoring@gmail.com​; website:
https://myelbert.com;​ FREE DYSLEXIA HELP:​ ​https://linktr.ee/tcooktutor
DISCOVERY CALL TODAY:
https://tcooktutor.as.me/​https://youtu.be/HzDutY7GWy8
●
●
Contains Affiliate Links, Pictures Are Either:
Creative Common Licensed From Either WordPress or Canva
DISCLAIMER: This communication may contain privileged and/or confidential information. It is
intended solely for the use of the addressee. If you are not the intended recipient, you are
strictly prohibited from disclosing, copying, distributing or using any of this information. If you
received this communication in error, please contact the sender immediately and destroy the
material in its entirety, whether electronic or hard copy. ​This evaluation, program, and
suggestions are not to be substituted for professional medical advice. They should not
be used to diagnose or prescribe. Tricia is not a doctor but the information could change
your life​!

References:
https://www.institute4learning.com/2020/06/12/the-stages-of-faith-according-to-james-w-fowler/
The Best Brain Possible. (2020). How Trauma Impairs Brain Function — The Best Brain
Possible. [online] Available at: https://thebestbrainpossible.com/trauma-impairs-brain-memory/
[Accessed 6 Feb. 2020].
https://www.frontiersin.org/articles/10.3389/fcell.2020.00734/full​ [access Aug., 2020].
Energymagazineonline.com. (2019). [online] Available at:
https://www.energymagazineonline.com/content_assets/archived_articles/A-Brief-Tour-Throughthe-Body-Mind-for-Purpose-of-Reaching-Spirit-Tiffany-Barsotti-Jan_Feb2017.pdf
[Accessed 23
Dec. 2019].
https://www-health-com.cdn.ampproject.org/c/s/www.health.com/mind-body/brain-memory-healt
hy-mind?amp=true​ [access Jan. 2, 2021].
(RAS)
Sciencedirect.com. (2019). ​Reticular Activating System — an overview | ScienceDirect Topics​.
[online] Available at:
https://www.sciencedirect.com/topics/neuroscience/reticular-activating-system [Accessed 23
Dec. 2019].
Healandthrive.com. (2019). [online] Available at:
https://www.healandthrive.com/wp-content/uploads/2017/11/A-Proposed-Spiritual-Axis-of-the-B
odymind-How-the-Reticular-Activating-System-Vagus-Nerve-and-the-Alta-Major-Chakra-Axis-M
ay-Be-the-Nexus-of-Bodymind-Spirit-Consciousness.pdf [Accessed 13 Dec. 2019].
YouTube. (2020). (How to Use Your Reticular Activating System) to Get What you Want.
[online] Available at: https://youtu.be/BYlpZ5F4668 [Accessed 12 Feb. 2020].
Healersresource.com. (2019). ​Healers Resource​. [online] Available at:
https://www.healersresource.com/ [Accessed 24 Dec. 2019].
Heatherton, T. (2011). Neuroscience of Self and Self-Regulation. ​Annual Review of Psychology​,
62(1), pp.363–390.
Highscope.org. (2020). [online] Available at:
https://highscope.org/wp-content/uploads/2018/11/HSActiveLearner_2018Fall_sample.pdf
[Accessed 15 Jan. 2020].

Intermittent electrical stimulation of the right cervical vagus nerve in salt-sensitive hypertensive
rats: Effects on blood pressure, arrhythmias, and ventricular electrophysiology.” Physiological
reports. 2015; 3(8): e12476. doi: 10.14814/phy2.12476
Jeri LaVigne, Ed.D. (2019). ​Effect of Sound on Brain Arousal — Jeri LaVigne,
Ed.D.​. [online] Available at:
http://www.jerilavigne.com/effect-of-sound-on-brain-arousal/2013/03/11/
Ncbi.nlm.nih.gov. (2020). ​PubMed Central Image Viewer.​. [online] Available at:
https://www.ncbi.nlm.nih.gov/core/lw/2.0/html/tileshop_pmc/tileshop_pmc_inline.html?title=Click
on image to zoom&p=PMC3&id=5673632_fimmu-08–01452-g001.jpg [Accessed 1 Jan. 2020].
Pessoa, L. (2008). On the relationship between emotion and cognition. ​Nature Reviews
Neuroscience​, 9(2), pp.148–158.
(ACC)
Tang, Y. and Tang, R. (2019). ​Ventral-subgenual anterior cingulate cortex and
self-transcendence​.
Petty, P. G. Consciousness. Journal of Clinical Neurosci-ence. 1996: 3(4), 390. (search: ventral
anterior cingulate cortex (vACC_, sometimes referred to as subgenual anterior cingulate).
Rutecki, P. (2019). ​Anatomical, Physiological, and Theoretical Basis for the Antiepileptic Effect
of Vagus Nerve Stimulation​.
Poindexter, J. (2019). ​Attention Seeking Behavior: How to Gently, But Effectively, Stop it — A
Fine Parent​. [online] A Fine Parent. Available at:
https://afineparent.com/be-positive/attention-seeking-behavior.html [Accessed 6 Dec. 2019].
Neuro.psychiatryonline.org. (2019). ​Anterior Cingulate Cortex: Unique Role in Cognition and
Emotion | The Journal of Neuropsychiatry and Clinical Neurosciences​. [online] Available at:
https://neuro.psychiatryonline.org/doi/full/10.1176/jnp.23.2.jnp121 [Accessed 23 Dec. 2019].
https://medium.com/beingwell/the-other-brain-you-didnt-know-you-had-94b6bb25a697
[Accessed 31 Dec. 2020].
(Vagus Nerve)
Sciencedirect.com. (2019)2. ​Vagus Nerve — an overview | ScienceDirect Topics​. [online]
Available at: https://www.sciencedirect.com/topics/neuroscience/vagus-nerve [Accessed 24
Dec. 2019].
Youtube.com. (2019). YouTube. [online] Available at:
https://www.youtube.com/watch?v=3F4HS6Eo5q8. (2019). [Accessed 23 Dec. 2019].

Yuan, H. and Silberstein, S. (2015). Vagus Nerve and Vagus Nerve Stimulation, a
Comprehensive Review: Part III. Headache: The Journal of Head and Face Pain, 56(3),
pp.479–490.

(Neuroplasticity and Neuroplasticity and Dyslexia)
https://faculty.washington.edu/chudler/plast.html​;
https://www.lexercise.com/blog/neuroplasticity-research-on-dyslexia)​; (Study.com. 2020.
[online] Available at:
https://study.com/academy/lesson/the-abc-model-of-attitudes-affect-behavior-cognition.ht
ml​ [Accessed 23 March 2020].
(Consciousness)
Accessed on 12/29/2020- The Brain Network Driving Changes in
Consciousness — ​https://neurosciencenews.com/consciousness-brain-network-17491/.
(Focus Neuroplasticity and Neuroplasticity and Dyslexia)
;​ ​https://faculty.washington.edu/chudler/plast.html​;
https://www.lexercise.com/blog/neuroplasticity-research-on-dyslexia)​; (Study.com. 2020. [online]
Available at:
https://study.com/academy/lesson/the-abc-model-of-attitudes-affect-behavior-cognition.html
[Accessed 23 March 2020].​ ​Christine Hammond, MS, LMHC​,
10 Emotions that Can Be Unintentionally Inherited by Children
https://pro.psychcentral.com/exhausted-woman/2018/07/10-emotions-that-can-be-unintentionall
y-inherited-by-children​;
Anxiety Relief through Energy Healing​ ​https://discoverhealing.com/?s=anxiety&lang=e​;
Statistics​ ​https://adaa.org/about-adaa/press-room/facts-statistics​;
Christine M. Hammond is a Counselor with over 15 years of experience in counseling, teaching,
and ministry. Read more about Christine at
https://www.psychologytoday.com/us/therapists/christine-m-hammond-winter-park-fl/97122;
(Generational Healing)
tom@thebodyemotions.com;​ ​https://thebodyemotions.com/10-emotions-that-can-be-inherited/​)​;
Previous Post Nurturing The Authentic God-Spirit Connection of Unique Learners: An
alternative perceptive from spirit, soul, and body! — ELBERT Adult Program Part 3​; Next Post
Nurturing The Authentic God-Spirit Connection of Unique Learners: An alternative perceptive
from spirit, soul, and body! — ELBERT Adult Program Part 4;
(Speaking of the “Whole Child”: What’s PYAM? Why Daily?? — Cook’s Independent Blog​)​ ​;
Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative

perspective from the spirit, soul, and body. Cook, T. (2020) — ELBERT: EVERYONE
LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
(Dyslexia Help):
Dyslexia Help: Universal Emotions- Looking Into the Emotions of Learning (Cook, T., 2020) —
Dyslexia Help;​ ​Speaking of the “Whole Child”: What’s PYAM? Why Daily??;​ ​RAS info:
https://www.youtube.com/watch?v=BYlpZ5F4668​.
Published by Tricia Cook, MEd., Online Dyslexia and Behavioral Interventionist, RSP, AA O-G
Tutor & Montessorian​, https://linktr.ee/tcooktutor
Beloved, let us ​love​ one another: for ​love​ is of ​God​; and every one that loveth is born of ​God​,
and knoweth ​God​.​ ​1 John 4:7 (KJV)​ There is no ​fear​ in ​love​; but perfect ​love​ casteth out ​fear​:
because ​fear​ hath torment. He that feareth is not made perfect in ​love​.​ ​1 John 4:18 (KJV)
“But God has blessed you. You understand what you see with your eyes. And you understand
what you hear with your ears.” Matthew 13:16 ERV
“His pleasure and passion is remaining true to the Word of “I Am,” meditating day and night in
the true revelation of light.” Psalms 1:2
Dyslexia & Multisensory Resources, Articles, & Video Links & Ideas
Cracking the Code of Dyslexia – Link:
https://www.cbsnews.com/news/cracking-the-code-of-dyslexia/?fbclid=IwAR32hRWPQHZArF85
Kqo1t7Tefo5tmNuXVCXeRJYVGvWf156j0pLcKSNguuQ
See Dyslexia Differently – Link:​ ​https://www.youtube.com/watch?v=11r7CFlK2sc#action=share
Brain research:​ ​http://www.bu.edu/research/articles/dyslexic-brain/

Why We Should Teach All Kids Like They Have Dyslexia:
https://www.tes.com/news/school-news/breaking-views/why-we-should-teach-all-pupils-if
-they-have-dyslexia
20 Things Only Parents of Children with Dyslexia Would Understand:
http://www.lifehack.org/285680/20-things-only-parents-children-with-dyslexia-would-unde
rstand
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/visual-processing-issu
es/understanding-visual-processing-issues#How_can_professionals_help_with_visual_processing_issues​?
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyslexia/the-differenc
e-between-dyslexia-and-visual-processing-issues
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a
-glance-classroom-accommodations-for-dysgraphia
https://www.understood.org/en/school-learning/assistive-technology/finding-an-assistive-technology/freeassistive-technology-tools-on-the-web
Creating a Dyslexia-Friendly Classroom:
https://www.thoughtco.com/creating-a-dyslexia-friendly-classroom-3111082
What I Wish Every Teacher Knew about Dyslexia:
https://www.youtube.com/watch?v=303uulbfR3I
Dyslexia in the Classroom: What Every Teacher Needs to Know handbook from IDA:
https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
Dyslexia: What Every Educator Needs to Know from Reading Horizons:
https://www.readinghorizons.com/Media/Default/Documents/Resources/Dyselxia%20E-Book.pdf
Working Together to Address Dyslexia in the Classroom:
https://zoom.us/webinar/register/8015698799059/WN_ew-UClTKR7KNsntlyDQlbA

Spelling “games”: ​https://www.beatingdyslexia.com/spelling-games.html
Multisensory Structured Language Teaching article/fact sheet:
https://dyslexiaida.org/multisensory-structured-language-teaching/
Multisensory Teaching Approaches for Dyslexia:
https://www.thoughtco.com/multisensory-approaches-for-dyslexia-3111175
Multisensory Learning article:​ ​http://www.dyslexia-reading-well.com/multisensory-learning.html
Eight Multisensory Techniques for Teaching Reading:
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strate
gies/8-multisensory-techniques-for-teaching-reading
Susan Norton teaches an Orton-Gillingham multisensory lesson with a 4​ th​ grade student video:
https://www.youtube.com/watch?v=JiZvSvALo-4
Making Multisensory Tools for Your Classroom:
https://www.youtube.com/watch?v=ucm_Y5SnHVg#action=share
Using Multisensory Methods:​ ​https://www.youtube.com/watch?v=qWBjBq73oR4#action=share
Assistive Technology Suggestions:
Geemarc Wireless Keyboard and Mouse:
http://www.dyslexic.com/product/geemarc-wireless-keyboard-and-mouse/
iPad Dyslexia Keyboard:​ ​https://www.ghotit.com/iPad-dyslexia-keyboard/

Monster 2 Keyboard:​ ​http://www.dyslexic.com/blog/monster-2-keyboard/
FREE Dyslexia Resource Links from Clever Classroom:
https://www.teacherspayteachers.com/Product/FREE-Dyslexia-Resource-Links-353776
Nine Ways to Build Phonological Awareness in Pre-K and Kindergarten:
https://www.understood.org/en/school-learning/learning-at-home/encouraging-reading-writing/9-
ways-to-build-phonological-awareness-in-pre-k-and-kindergarten
Successful Careers: The Secrets of Adults with Dyslexia -
http://dyslexiahelp.umich.edu/sites/default/files/SuccessfulCareersDyslexiaFink.pdf
Teacher Strategies for Dyslexics:
https://static1.squarespace.com/static/5c38560bb98a78f7ba7097bd/t/5c3d6466758d469a54f34
9c9/1547527271766/dyslexia_handbook_teacherstrategies.pdf
Understanding Dyslexia (Child Mind Institute) -
https://childmind.org/article/understanding-dyslexia/
How to Help Build a Dyslexic Child’s Self Esteem
https://www.dyslexiafriend.com/2010/07/how-to-help-build-dyslexic-childs-self.html
Five Steps to Boost a Young Dyslexic's Self Confidence:
https://blog.dyslexia.com/five-steps-to-boost-a-young-dyslexics-self-confidence/
75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in Class:
https://www.nwea.org/blog/2019/75-digital-tools-apps-teachers-use-to-support-classroom-format
ive-assessment/

Article from the University of Nebraska on the benefits of coteaching and helping students
achieve:
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1038&context=mathmidsummative
(Understanding dyslexia)
https://simplebooklet.com/understandingdyslexia
To Learn more on how to help go here (Universal Emotions of a Learning Difference):
https://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-into-th
e-emotions-of-learning/​;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-univer
sal-emotions-further/​;
http://lookingtohealourownlearningdifference.org/2020/12/10/dyslexia-help-understanding-univer
sal-emotions-of-learning-a-step-further-cook-t-2020/
@​Tcooktutoring

CALLING FOR ARTICLE REVIEWERS:​ ​HERE
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#dysgraphia #specialeducation #learningdisabilities #dyslexiaadvocate #dyslexiasupport
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#learningdisability #learning #autismawareness #dyslexiaisreal #add #downsyndrome
#parenting #asd #reading #dyslexiapower #mentalhealth #bhfyp #elbert #ras #neurodiversity
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NURTURE THEIR VERY OWN NATURE: Helping Those
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